Much of the focus upon the development of inclusive schooling has been driven by international declarations such as the Salamanca Statement (UNESCO 1994) and Dakar Framework for Action (2000) or by national legislation. These have been useful in generating discussion and increasing awareness about the need to address issues and marginalisation. However, whilst policies have been well intentioned, in situations where resources are limited and other national priorities conflict with those centred upon education they have minimal impact. Community based initiatives are developed to address the specific interests on those most affected by circumstances of poverty and disenfranchisement. This paper presents a case study of the challenges faced by a fishing community in India and the responses of its members in working towards a more equitable education system. The research conducted made use of semi-structured interviews to conducted narratives of the experiences of fisherman and their attitudes towards their own education and that of their children (Elliott 2006). These narratives have been analysed through the identification of recurring themes related to educational expectations and changing circumstances within the community. The work is founded upon an ecological model that interrogates the influence of socio-economic change upon human resource requirements in communities.