Marginalisation: Jammu University, 2 Year B.Ed., Paper-102 Sem: I, Unit: IV

1. Marginalisatio
n: Factors
leading to
Jammu University
2 Year B.Ed.
Paper 102
Sem: I
Unit: IV
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License.

2. Marginalization= social exclusion:
Marginalization is the process of making a
group or class of people less important or
relegated to a secondary position.
Marginalization is the process with which
something or someone is pushed to the edge
of a group and assigned lesser importance.
UNESCO: marginalization is a form of acute
and persistent disadvantage rooted in
underlying social inequalities

3.  Social exclusion (or marginalization) is social
disadvantage and downgrading to the edge of society
 used across disciplines including education, sociology,
psychology, politics and economics
 is the process in which individuals or entire
communities of people are systematically blocked
from (or denied full access to) various rights,
opportunities and resources that are normally available
to members of a different group, and which are
fundamental to social integration within that particular
group (e.g., housing, employment, healthcare, civic
engagement, democratic participation, and due
process)

4. Sex, Age (Older people),
Disability, Ethnicity,
Religion, Caste, Chronic
Illness, Occupation,
Asylum seekers and
refugees , Migrants, Early
school leavers, Homeless
persons, Single parents,
Unemployed persons
(long term unemployment)
Economics
Cultural
context
PoliticsSocial
development
Challenges:
Urbanisation,
Population
Growth

5. Social Inclusion
a series of positive actions to achieve equality of
access to goods and services, to assist all
individuals participate in their community and
society, to encourage the contribution of all
persons to social and cultural life and to be
aware of, and to challenge, all forms of
discrimination
Effective social inclusion results in each
individual having an equal opportunity to make
decisions that affect their quality of life
ensures the fullest participation of all members
of the community including minority groups

6. Factors
 poor and socially excluded living in jobless
households or households with a low work intensity;
 high risk of poverty and social exclusion faced by
children growing up in lone-parent families and in
larger families with three or more children;
 one or both parents is in work but the income is
insufficient to lift the family out of income poverty
(in-work poverty);
 The continuing impact of gender inequalities in terms
of access to employment, levels of remuneration and
the sharing of caring responsibilities;
 The high risk of poverty and social exclusion faced by
many immigrant children and by children belonging to
some ethnic minorities;

7.  growing up in institutions, with disability, victims of
violence, abuse and trafficking, migrants;
 The high levels of early school leaving and school failure
growing up in poor and socially excluded families;
 The multi-dimensional nature of poverty and social
exclusion, which shows that income poverty and lack of
resources are also frequently associated with having poor
health, living in inadequate housing and a dangerous
environment and/or having poor access to key services
such as health services, social services and health services;
 educational disadvantage;
 The lack of opportunities for many people living in
poverty and social exclusion to participate fully in society
and in particular in normal social, cultural and sporting
activities.

8. Long-term dependence on low/ inadequate
income, high levels of debt
Insecure, low paid, low quality employment
Low level of education, illiteracy
Growing up in a vulnerable family (e.g. single
parent, large family, domestic violence)
Living in an area of multiple deprivation (crime,
drugs, anti-social behaviour)
Immigration, ethnicity, racism and
discrimination
Coming out of prisons
Professional exclusion

9. Role of teacher
key to success in inclusion
Sensitive to the needs of the students and environment:
strong commitment to student community. Emphasis on
social and community content in teacher training
 School as a collection point of ideas opinions and
perceptions among different people, promote
understanding and sensitivity to others opinions
 Impact the learning of the students by removing barriers,
promoting high expectations and a positive environment
charcterized by continuous improvement and values

10. Recognizes individual differences and implements learning
strategies for all
Quality, equality and equity concepts should be translated into
specific actions of educative interventions
The collaborative work among educators, facilitates inclusion
The inclusive teacher has strong skills in action research
methods
Contextual Preparation
Opportunity for dialogue, participation and collaboration to all
as a community which ensures successful experiences in
inclusion

11. Cross Categorical/Multi-tiered formation:
Diversity needs a global and common vision;
philosophy, values, legal frame, language and
shared knowledge as learning theories, special
educational needs, support systems, educational
intervention; strategies for large and small groups
and individuality, tutoring and curricular
adjustments.
Mentoring
https://www.hrw.org/report/2014/04/22/they-say-
were-dirty/denying-education-indias-marginalized