ABSTRACT
In Chapter 2, I remarked that in the politics of representation (Fraser 2003), pastoralists’ inconsistent visibility is an integral aspect of their marginalisation. Although a broad trend of deprivation in relation to mobile pastoralists’ education access and learning outcomes is evident (cf. UNESCO 2010), there is a vast information deficit in relation to the EFA aspiration of meeting their basic learning needs. Research into the meanings that mobile pastoralists themselves make of education inclusion, deprivation and well-being is generally limited (Little et al. 2009), particularly for India (but, see Rao 2006).
