| Description |
1 online resource |
| Series |
Education, poverty and international development |
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Education, poverty, and international development series.
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| Contents |
Cover; Title Page; Copyright Page; Table of Contents; List of illustrations; Series editors' preface; Acknowledgements; List of abbreviations; Introduction; PART I Mobile pastoralists and Education For All; 1 Education For All?; Introduction; Education For All: a global pledge; Normative frameworks of universal education inclusion and the marginalisation of mobile pastoralists; Conclusion; 2 Pastoralist livelihoods and education's 'terms of inclusion': a conceptual framing; Introduction; Counting missing pastoralist learners; Pastoralism misframed: myths and misconceptions |
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'Terms of inclusion' as an analytical frameworkReframing pastoralism as a modern, mobile livelihood; Conclusion; PART II Pastoralism, 'progress' and terms of education inclusion in Western India: an empirical investigation; 3 Education, development and pastoralism in 'golden' Gujarat; Introduction; India's Education For All; Pastoralism, shrinking pastures and adaptation; The Rabaris of Kachchh; Conclusion; 4 On researching with Rabaris; Introduction; 'Wandering together' as a research approach; Situating an 'ascending' methodological approach; 5 Teaching and learning on the move in Gujarat |
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IntroductionEducation in pastoralism: two cases; Conclusion; 6 Education in Bhojraj wandh; Introduction; Bhojraj wandh; Excursions into literacy in Bhojraj wandh; Reprise, 2009; 7 Rabari leadership, education and social recognition; Introduction; Education, 'progress' and social inclusion; Pastoralism, 'blood money' and Hindutva; Conclusion; 8 The earthquake and beyond: education in reconstructed Kachchh; Introduction; Regional reconstruction: 'making' or 'breaking' Kachchh for pastoralists?; Education and livelihood diversification; Educating mobile pastoralists? |
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Labour market inclusion: devaluing pastoralist women?Tracking migratory learners -- but not mobile pastoralists; Conclusion; PART III Educating mobile pastoralists: international experience; 9 Addressing mobile pastoralists' education deprivation: international perspectives; Introduction; Alternative 'mainstream' provision: residential schools; 'Alternative' provision: making provision mobile; Community-based schooling; Open and Distance Learning; Conclusion; 10 Education For All: re-examining 'inclusion'; Glossary; References; Index |
| Summary |
"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 |
| Bibliography |
Includes bibliographical references (pages 188-204) and index |
| Notes |
Print version record |
| Subject |
Children with social disabilities -- Education.
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Nomads -- Education
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Nomads -- Social life and customs
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Pastoral systems.
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Marginality, Social.
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Education and state.
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Inclusive education.
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Educational equalization.
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Mainstreaming in education.
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EDUCATION -- General.
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EDUCATION -- Educational Policy & Reform -- General.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Mainstreaming in education
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Children with social disabilities -- Education
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Education and state
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Educational equalization
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Inclusive education
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Marginality, Social
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Nomads -- Education
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Nomads -- Social life and customs
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Pastoral systems
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| Form |
Electronic book
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| ISBN |
9781136188190 |
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1136188193 |
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9780203083901 |
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0203083903 |
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9780203083901 |
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