© 2014 – Routledge
216 pages | 17 B/W Illus.
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, Western 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.
Livelihoods and Learning highlights the complex, contested and often inconsistent role of education in development and the social construction of poverty, and calls for a critical reappraisal of the notion of ‘education’. The book will be key reading for postgraduates and academics in education, development studies, international and comparative education and research methodology, as well as policy-makers, ministries and related agencies with responsibility for education.
Introduction Part 1: Mobile Pastoralists and Education For All Education for All? Pastoralist Livelihoods and Education's 'Terms' of Inclusion: A Conceptual Framing Part 2: Pastoralism, 'Progress' and Terms of Education Inclusion in Western India: An Empirical Investigation Education, Development and Pastoralism in 'Golden' Gujarat. On Researching with Rabaris. Teaching and Learning on the Move in Gujarat. Education in Bhojraj Wandh. Rabari Leadership, Education and Modernising Identities. The Earthquake and Beyond: Education in Reconstructed Kachchh Part 3: Educating Mobile Pastoralists: International Experience Addressing Mobile Pastoralists' Education Deprivation: International Perspectives. Education For All: Re-Examining 'Inclusion'.
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.