Education Inclusion as a Border Regime: Implications for Mobile Pastoralists in Ethiopia's Afar Region

Autor/in	Dyer, Caroline
Titel	Education Inclusion as a Border Regime: Implications for Mobile Pastoralists in Ethiopia's Afar Region
Quelle	In: International Studies in Sociology of Education, 27 (2018) 2-3, S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2018.1426998
Schlagwörter	Foreign Countries; Inclusion; Migration; Migrant Education; Geographic Regions; Access to Education; Migrant Children; Sustainable Development; Educational Objectives; Educational Opportunities; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Nachhaltige Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsangebot; Bildungschance; Äthiopien
Abstract	This paper extends and enriches debates on migration, borders and education by conceptualising education inclusion as a border regime. It applies a regime analysis to illustrate the borders of education inclusion for a community that migration studies have hitherto neglected: mobile pastoralists. It argues that education inclusion signifies a new form of social belonging and border crossing that many mobile pastoralists are undertaking, often precipitated by dispossession from their traditional, mobile livelihood. Supported by empirical data from Ethiopia's Afar region, the regime analysis reveals how educational opportunity for these learners is regulated by border 'checkpoints'. It identifies persisting and emerging inequalities of opportunity under current regimes of education inclusion that challenge the Sustainable Development Goal pledges to reach the last first. A re-appraisal of scholarly boundaries is called for to support the interdisciplinary effort needed to place mobile pastoralists among those who count first. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01