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EXPLORING TENSIONS BETWEEN CHILDREN’S LEARNING AT HOME AND IN SCHOOLS AMONG GUJI AGRO-PASTORALISTS IN ETHIOPIA [Abstract ID: 1204-06]
The debate about the negative impact of child labor on schooling has been focused, so far, on realities of children living in the urban and semi-urban settings. However, the home and school learning conditions of children who live among the agro-pastoral societies where children’s learning tradition at home is quite different from practices in school and where children are pivotal actors in cultural reproductions and economic sustainability has not been part of this debate. This paper analyzes the home and school learning realities of children, and how the interplay between the two forms of reality shapes children’s everyday life and discussions around children’s right to education. The paper is based on data generated through ethnographic fieldwork carried out among the Guji people in 2016. Ethnographic methods including participant observations, in-depth interviews, and focused group discussions were used for data generation. Twenty-five children (13 girls and 12 boys) and their parents were participants of the research.