ABSTRACT
The final Part of this book returns from Western India to the global stage, to review how mobile pastoralists’ education inclusion has been pursued elsewhere. My aim here is twofold. In Chapter 9, I will review the approaches to education inclusion found around the world. Here, I make visible the terms associated with these approaches by again applying the sustainable livelihood-orientated analytical framework introduced in Chapter 2 and adopted to frame the ethnographic account in Part II. Some of the institutional arrangements I will discuss have been prompted by national pledges to Education For All, and others are of longer standing. I will then, in Chapter 10, reflect on progress made in developing justice-enhancing responses to the challenges associated with addressing mobile pastoralists’ education deprivation without undermining their livelihood sustainability or perpetuating marginalisation.
