The Education Of Nomadic Peoples

Six per cent of the Africans still lead a nomadic lifestyle. Marginalized by their highly mobile and harsh way of life, nomadic communities pose a particular challenge for education. This book draws on a wide range of literature bringing together the disparate views and experiences in providing education for nomadic communities. It provides a comprehensive insight into the challenges, as well as the constraints and opportunities in developing the right programs.--Publisher's description.

Educational provision for nomadic peoples is a highly complex, as well as controversial and emotive, issue. For centuries, nomadic peoples educated their children by passing on from generation to generation the socio-cultural and economic knowledge required to pursue their traditional occupations. But over the last few decades, nomadic peoples have had to contend with rapid changes to their ways of life, often as a consequence of global patterns of development that are highly unsympathetic to spatially mobile groups. The need to provide modern education for nomadic groups is evident and urgent to all those concerned with achieving Education For All; yet how they can be included is highly controversial. This volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing themes together, that sets out key issues in relation to educational services for nomadic groups around the world.

This volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing together the themes and key issues relating to educational services for nomadic groups around the world. [Book jacket].

This volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing together the themes and key issues relating to educational services for nomadic groups around the world. [Book jacket].

Although nomadic peoples are scattered worldwide and have highly heterogeneous lifestyles, they face similar threats to their mobile livelihood and survival. Commonly, nomadic peoples are facing pressure from the predominant sedentary world over mobility, land rights, water resources, access to natural resources, and migration routes. Adding to these traditional problems, rapid growth in the extractive industry and the need for the exploitation of the natural resources are putting new strains on nomadic lifestyles. This book provides an innovative rights-based approach to the issue of nomadism looking at issues including discrimination, persecution, freedom of movement, land rights, cultural and political rights, and effective management of natural resources. Jeremie Gilbert analyses the extent to which human rights law is able to provide protection for nomadic peoples to perpetuate their own way of life and culture. The book questions whether the current human rights regime is able to protect nomadic peoples, and highlights the lacuna that currently exists in international human rights law in relation to nomadic peoples. It goes on to propose avenues for the development of specific rights for nomadic peoples, offering a new reading on freedom of movement, land rights and development in the context of nomadism.

Education in Indigenous, Nomadic and Travelling Communities provides a thorough examination of up-to-date case studies of educational provision to travelling communities and indigenous people in their homelands or in host countries. Education is usually under-utilised during phases of transition. In many instances, indigenous groups and travelling people, including nomads, do not have educational opportunities equal to that of their settled counterpart-citizens. For such groups, this results in early school leaving, high school drop-out rates, low school attendance and low success rates. Indeed, indigenous, traveling and nomadic groups often begin their working life at an early age and often experience difficulties penetrating the formal employment arena. In this volume international researchers analyse the internal and external factors affecting educational provision to travelling, nomadic and indigenous groups. A comparative examination of the issues is enabled through the global case studies including the Roma people in Europe; indigenous groups in Malaysia; the Gypsies of England; the Travellers of Ireland; the Sami nomadic people of Scandinavia and Russia as well as the Amazonian Indians of Latin America.

The nomads of Central Asia were already well accustomed to life under the power of a distant capital when the Bolsheviks fomented revolution on the streets of Petrograd. Yet after the fall of the Tsar, the nature, ambition and potency of that power would change dramatically, ultimately resulting in the near eradication of Central Asian nomadism. Based on extensive primary source work in Almaty, Bishkek and Moscow, Nomads and Soviet Rule charts the development of this volatile and brutal relationship and challenges the often repeated view that events followed a linear path of gradually escalating violence. Rather than the sedentarisation campaign being an inevitability born of deep-rooted Marxist hatred of the nomadic lifestyle, Thomas demonstrates the Soviet state's treatment of nomads to be far more complex and pragmatic. He shows how Soviet policy was informed by both an anti-colonial spirit and an imperialist impulse, by nationalism as well as communism, and above all by a lethal self-confidence in the Communist Party's ability to transform the lives of nomads and harness the agricultural potential of their landscape. This is the first book to look closely at the period between the revolution and the collectivisation drive, and offers fresh insight into a little-known aspect of early Soviet history. In doing so, the book offers a path to refining conceptions of the broader history and dynamics of the Soviet project in this key period.