Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’

Policy discourses within the Education For All (EFA) movement and Millennium Development Goals (MDG) regime articulate an increasing concern over those who remain excluded from formal education. Reflecting this concern, the 2010 EFA Global Monitoring Report (GMR) focused specifically on ‘Reaching the Marginalised’, pointing out that ‘marginalization in education is a form of acute and persistent disadvantage rooted in underlying social inequalities’ (UNESCO 2010, 135). The GMR opted to avoid debating definitions of marginalisation, on the grounds that doing so ‘can sometimes obscure the political and ethical imperative to combat [it]’ and cited, in favour of this stance, Amartya Sen’s view that ‘What moves us … is not the realisation that the world falls short of being completely just … but that there are clearly remediable injustices around us which we want to eliminate’ (Sen 2009, vii, cited in UNESCO 2010, 135). Holding up education

marginalisation as a ‘stark example of “clearly remediable injustice”’, it argued that ‘Removing that injustice should be at the centre of the national and international Education for All agendas’ (UNESCO 2010, 135).