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This important study delves into the cultural politics leading to low literacy levels in Maasai land in the colonial period and the early post-independence years. It's approach to pedagogy does not side step the politics of education– local, Regional, international and the dynamics that conspire to limit what is taught when, where , how and by whom. Chief among these is the politics of (dis) placement and land grabs leading to the systematic marginalisation. The book allows the reader to see what was gained in the pursuit of western education, what was lost, and what has been artfully woven into modern Maasai identities from a blending of school– formal education and its socioeconomic outcomes– with home – the logic of pastoralism in old Maasai way of Knowing.