Nomads and education for all: education for development or domestication?

Migrants, and particularly nomads, are among the most marginalised social g roups, and are widely excluded from educational provision, despite pledges of Education For All. The phenomenon of movement itself presents many chall enges for both providers, and would-be users, of educational services. Arou nd the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. The links betwe en education and development are explored specifically in the case of a tra nshumant pastoral group in Western India. The article reveals Education For All as an ideological notion, reflecting values that contradict those of n omadic groups, and argues that the value positions underlying this notion n eed to be articulated and further contextualised if it is not simply to ref lect existing, and exclusive, hegemonies.