The motive of two migrant communities to migrate from India's borderlands (such as the Indo-Pakistan and the Indo-Myanmar/Bangladesh border) to the city of New Delhi, India is closely related to each of the communities search for avenues of schooling for their children. As the parental generation undertake reconnaissance migration to this specific city within India to establish their respective refugee camps, the former aspire for the education of their children once they find residential stability. The aspirations revolving around education is associated with it being seen as a means to achieve social mobility. Social mobility for one of the communities, that of Pakistani Hindus (or Sindhi) refugees is associated with improvement (sudharna), wisdom (akal) and tarakki (mobility), all of which are related to social class mobility into the ranks of the lower middle classes. On the other hand, social mobility for the other community of Rohingya refugees is associated with freedom (azadi) from genocidal violence and better life (behtarian zindagi) through acquiring citizenship. In each of these aspirations, education especially schooling has a crucial role to play. It is this role that this paper shall explore comparitively.
