The Education of Minority Groups: some questions raised by consideration of the nomadic Fulani of Nigeria

Abstract

Nomadic people have often been resistant to integration into formal education systems. The response of the Fulani of Nigeria is used as a case‐study to question the nature and purpose of dominant educational provision, whether for nomads or for majority groups. The culture and economy of the Fulani are described, and arguments derived which challenge the high premium placed on literacy and on compulsory schooling and curricula. The implications for all ethnic minorities would centre round choice and relevance in education, as well as a form and content suitable also for adult learners.