Livelihoods and learning. Education for all and the marginalisation of mobile pastoralists.

Autor/in	Dyer, Caroline
Titel	Livelihoods and learning. Education for all and the marginalisation of mobile pastoralists.
Quelle	Milton Park, Abingdon, Oxon: Routledge (2014)Verfügbarkeit
Reihe	Education, poverty and international development
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9780415585903; 9780203083901 (E-Book)
Schlagwörter	Children with social disabilities; Education; Nomads; Social life and customs; Pastoral systems; Marginality, Social; Education and state; Inclusive education; Educational equalization; EDUCATION / General; EDUCATION / Educational Policy & Reform / General; Erziehung + Suchen Sie Ihr Suchwort? Child; Children; Social disabilities; Kind; Kinder; Verhaltensstörung; Soziales Verhalten; Bildung; Erziehung; Nomade; Social life; Customs; Soziales Leben; Brauchtum; Pastoral concept; Pastoralkonzept; Marginalization; Marginalisierung; Education; State; Staat; Inklusiver Unterricht; Integrative Schule; General education; Allgemein bildendes Schulwesen; Allgemeinbildung; Policy; Reform; Politik
Abstract	"Current paradigms of 'development' generally serve mobile pastoralist groups poorly: their visibility in policy processes is minimal, and their mobility is constructed by the powerful as a 'problem', rather than as a rational livelihood strategy. Increasingly damaged eco-systems, shrinking natural resources, globalisation and urbanisation all put pressure on pastoralist livelihoods. Such processes often worsen, rather than alleviate, poverty and socio-economic marginalisation among pastoralists, but they also precipitate engagement with forms of education that may improve their future livelihood security and social status, and enhance occupational diversification. Opening with a discussion of how the relationships between education, poverty and development have been conceived in dominant development discourses, this book reviews the disappointing international experience of education provision to mobile pastoralist groups. It highlights a lack of sufficient flexibility and relevance to changing livelihoods and, more fundamentally, education's conceptual location within a sedentarist paradigm of development that is antagonistic to mobility as a legitimate livelihood strategy. These global themes are examined in India, where policy and practices of education inclusion for mobile, marginalised groups are critiqued. Empirically-based chapters drawing on ethnographic research provide detailed insights into how the Rabaris of Kachchh, a pastoralist community in Gujarat, northwest India, engage with education as a social and economic development strategy for both adults and children, and show how ethnographic and participatory research approaches can be used for policy advocacy for marginalised groups"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2014/4/11