Chojnacka, Natalia (2015) The Education of Nomadic Children in Gedaref, Sudan: Whether, and to What Extent, the Current Education System Responds to Nomadic Children’s Needs, Desires and Expectations. Masters, European Master in Migration and Intercultural Relations ( Joint Programme).

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Abstract

This study was undertaken to assess the extent to which current educational services are sufficient and successful in responding to the needs, desires and expectations of nomadic children in the state of Gedaref, Sudan, incorporating a gender-based analysis. Qualitative analysis is predominant in the study, as it aims at describing the social reality of pastoralist groups. Therefore, the main focus is placed on individuals‟ words, and on my observations. Examination of participants‟ perceptions (interpretivism) combined with the conviction that social phenomena are outcomes of interaction between individuals (constructionism) underpin the research. A cross-sectional design was chosen for this study due to its utility in capturing various cases, variables and mixed data. In this research triangulation is present under multiple forms, namely: data triangulation (use of a variety of sources in a study), theory triangulation (use of multiple theories to interpret results), and methods triangulation (multi-methods to study the research problem). To the present day, education cannot be considered either free or compulsory in Sudan. There is little evidence of humanitarian agencies‟ financial support on the ground. Furthermore, there is very weak coordination between the various agencies involved, and ministry bodies. Not only are education targets established abstractly, with a distinct lack of indicators adapted to the nomadic reality, but there is also a serious paucity of statistical data. The current educational system, being weakly adapted to nomadic or semi-nomadic lifestyles and needs, is inappropriate for those nomadic individuals who wish to benefit from the service, and this is especially true in the case of nomadic girls. The intervention framework, which aims at bringing all children to schools by 2015, is underpinned by the perception that western education is universal. This approach is bereft of proper contextualisation. Generalization in terms of nomadic communities‟ needs, expectations and desires should be avoided, as should the assumption that schooling is necessary and automatically leads to empowerment.

Item Type:	Thesis (Masters)
Uncontrolled Keywords:	Education for All (EFA), nomadism, marginalization, girls, and development
Subjects:	Social sciences Social sciences > Natural resources, energy and environment Social sciences > Education
Divisions:	School of Linguistics and Cultural Studies > Cultural Studies Department: Art, Textiles and Dress, and Media
Date Deposited:	29 Oct 2015 12:40
Last Modified:	09 Nov 2015 07:02
URI:	https://oops.uni-oldenburg.de/id/eprint/2536
URN:	urn:nbn:de:gbv:715-oops-26171
DOI:
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