ABSTRACT
I began this book with reference to the 2010 EFA Global Monitoring Report’s exhortation to urgent action on the ‘remediable injustice’ of mobile pastoralists’ education deprivation, which that Report highlighted. Under the EFA pledge, mobile pastoralists are entitled to an education that broadens choice and develops capabilities which are associated with human flourishing and well-being (Sen 1999, 2009). While I share Sen’s view (Sen 2009) that there will be no agreement on the ideal conditions of a perfectly just society, acting in redress of education deprivation depends on forming judgements about where that injustice lies and is perpetuated. Justice-enhancing education responses cannot be crafted from within an education silo: they require an understanding of how pastoralist livelihoods work. The EFA commitment to meeting learning needs depends on a willingness to pay systematic attention to investigating those needs among mobile pastoralists, and responding to what is then revealed from their perspectives about education, development and deprivation.
