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• W1555996962 abstract "Nomadic and Migrant Education Citation: Clark, C. (2010). Book review Traveller, nomadic, and education. Journal of Research in Rural Education, 25(1). Retrieved [date] from http://jrre.psu.edu/articles/25-1.pdf It is the measure of a persuasive, convincing and thought-provoking book when, after turning the last page, you find that you are left with a lot more questions to ponder than those that have been answered for you in the preceding text. For example, what initiatives and policies can facilitate the integration and education of mobile populations? Does the provision of an appropriate and suitable education demand the settlement of such nomadic populations, at least for a certain period of time? Is there a useful distinction to be made between the cultural traditions and norms that fuel movement, as opposed to mere economic and commercial necessity? What geographies and populations work best in providing messages and lessons to which other countries and groups can aspire, both in a literal and metaphorical sense? And, above all else, does education - for mobile populations and other such groups - have to take place in schools and other public/state institutions or can education now be delivered, thanks largely to advancing Information and Communications Technology (ITC), via a number of imaginative and innovative methods that allows for nomadism and education to cohabit and stop being regarded as somehow mutually exclusive? Thoughts, arguments, opinion on all of the above rage on, of course, but Nomadic and Migrant Education makes a bold and ambitious contribution to the debates and acts as a fascinating example of the advantages and drawbacks of aiming big and sharing experiences from a range of geographies and communities under the banner of a single edited As part of the established Routledge Research in Education series, this multidisciplinary edited collection gathers together an eclectic mix of interests, topics, research methods and scholars that takes the intrigued reader across the globe in search of established and new ideas, knowledges and practices that relate to the education of Traveller, nomadic and migrant communities. It is a highly ambitious task to bring such diverse elements together and as William Binchy (p. Xxv) concedes in the first sentence of his preface, is a difficult and challenging book. But what makes it such hard work for editors, authors and readers alike? For one thing, and taking into account the numerous editorial disclaimers across the work, the reach of this project is rather stretched, both in geographic terms and in group terms. It is evident, by the time we reach the final Respondent's text contribution of Judith Gouwens (p.221-224), that similar (but by no means identical) experiences of discrimination in different types of education systems only unites the communities under discussion so far. This is not to fault editorial selection of the case studies that are presented here, as such. The fourteen substantive chapters that comprise this collection certainly display, to different degrees, the qualities that we look for in chapters that can feed into detailed debates surrounding the general topic under discussion - in essence, what is the historical and current position of nomadic and education across a rapidly changing world and what can be done to improve the experiences (and learning) such groups encounter? In order to connect the geographies and issues under discussion, the organising themes proposed by Kenny and Danaher in their introduction (p. …" @default.
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