ABSTRACT

Occupationally mobile families exist in multiple forms globally. While these families contribute significantly to the socioeconomic life of the locations that they traverse, sometimes their mobilities generate hostility in those locations. This hostility in the form of an anti-nomadic/sedentarist ideology creates corresponding difficulties for the schooling options and outcomes of the children of these mobile families. This paper explores the educational applications and implications of the anti-nomadic/sedentarist ideology as experienced by occupationally mobile families globally, and investigates also several successful schooling approaches for their children. The analysis identifies effective forms of schooling provision implemented in specific ways in these distinctive learning contexts. The author posits that ‘innovative’ in relation to the education of occupationally mobile communities is enacted in the historically constructed and materially grounded mobilities of each community, and ‘works’ and ‘makes sense’ only when conceptualised with references to those mobilities.

摘要

职业流动家庭在全球以多种形式存在。虽然这些家庭对他们穿越地点的社会经济生活做出了重大贡献，但有时他们的流动会在这些地点产生敌意。这种以反游牧/定居主义意识形态形式出现的敌意给这些流动家庭的孩子的教育选择和结果造成了相应的困难。本文探讨了全球职业流动家庭所经历的反游牧/定居主义意识形态的教育应用和影响，并调查了几种成功的儿童教育方法。该分析确定了在这些独特的学习环境中以特定方式实施的有效学校教育形式。