Pastoralists' formal and non formal education, between preservation of cultural heritage and needs for opening up to a globalized world
Nathalie Bonini (University of Tours)
Ester Botta Sompare (Université Kofi Annan de Guinée)
Chrystal McMillan, Seminar Room 6
Thursday 13 June, 17:55-19:25

Short abstract:

This panel deals with education in African pastoral societies. We are interested in pastoral education as a way to preserve or adapt pastoralists' lifestyle, to representations of school and to the implementation and local reception of national and international educational policies.

Long abstract:

Formal education in pastoral societies has always been considered as a way of introducing change, either by pushing nomadic cattle-breeders towards settlement, or by introducing modernization, scientific knowledge and new techniques in order to improve livestock production. (Krätli 2011) Among African herders, often living in remote zones suffering from a lack of public services, selective schooling for some children can be accepted as an opportunity to work in the modern sector and to establish connections with the urban context. It may correspond to internal dynamics, either depending on family choices to diversify children's paths, or on young people's desire to live a different life and to detach themselves from cattle-breeding. However, despite being often depreciated by national governments and public opinions, pastoral people often show a deep commitment towards the preservation of their lifestyle and especially care about the transmission of pastoral knowledge and know-how at least to some children. This panel welcomes reflections on the way pastoral people use education to cope with mutations resulting from a process of opening up to national societies and to a globalized world. We are interested both in traditional pastoral education as a way to preserve or to adapt their identities and lifestyle and in representations of formal or informal education, aimed to introduce literacy and knowledge of an official language. The panel will also consider papers offering critical reflections on the local reception and implementation of international and national educational policies, that are often reinterpreted or circumvented