Educational Provision and Spatial Dis-[O]rientation Among Pastoralist Communities in the Middle East and North Africa

Regardless of location, nearly all such initiatives include some common elements and shared assumptions. For example, it is assumed by state education policy makers that political, economic and social structures make education for nomads “problematic” (Chatty, 2006: 212-13), and a “conundrum” (Dyer, 2001: 315), a challenge that governments can and must face and overcome. An overall assumption underlying this argument is the “universal value” of education (Krätli & Dyer, 2006: 11), which can and should be accessible to all, regardless of background, geographic residence, and the like.