This document discusses issues of marginalization and inclusion in education. It notes that school curricula and teaching practices often do not incorporate the diverse cultural backgrounds and experiences that students bring with them. It argues that education should empower all students, including marginalized groups, and help them develop their capabilities. The document examines how social inequalities influence different aspects of schooling, from curriculum to teacher attitudes. It advocates for a more child-centered pedagogy in schools that values students' voices, experiences, and active participation and connects with their lives outside of school.
Culture, Meaning, Aspects of culture, Elements of culture, Characteristics, Salient features of Indian Culture, Role of Education in Preservation, Transmission and Promotion of culture
Culture, Meaning, Aspects of culture, Elements of culture, Characteristics, Salient features of Indian Culture, Role of Education in Preservation, Transmission and Promotion of culture
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Now many districts are engaged in the politics of stage culture what is called Mahotsav- based on an undemocratic and elitist ideas of projecting culture as dance and pop music ignoring the common man and people's collective culture.Even the government sponsored programmes exhibit culture as a part of ruling system that denies the critical analysis. This is against the cultural democracy.These elements celebrate culture once in a year to hypnotize the common mass, and unfortunately , the system and people in power decide the definition of culture suitable to them.
This article is written to show how such trend is dangerous to maintain cultural democracy and perpetuate the intellectual disabilities among the people.
Enjoy!
This presentation is all about the epic singers of kalahandi who were the caste genealogists of many land lords and myth maker of many caste and tribes. Now they earn their livelihood by manual labor and migration. Still they have not forgotten the culture they have created in past.This is the critical analysis of the epic singers of a land where the collective life and togetherness is maintained by the singers.
Mahendra Kumar Mishra
mkmfolk@gmail.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Classroom, curriculum, and marginalization mishra
1. Dr.Mahendra K Mishra
State Tribal and Minority Education
Coordinator,
Orissa Primary Education Programme
Authority
Bhubaneswar 751001
E mail : mkmfolk@gmail.com
www.opepa.in
2. all education is inherently political and
all pedagogy must be aware of this
condition
a social and educational vision of justice
and equality should ground all education
issues of race, class, gender, sexuality,
religion, and physical ability are all
important domains of oppression and
critical anti-hegemonic action.
the alleviation of oppression and human
suffering is a key dimension of
educational purpose
3. Schools must not hurt students--
good schools don't blame
students for their failures or strip
students of the knowledges they
bring to the classroom
Joe L Kincheloe
On Critical Pedagogy
4. Village
A composition of many
languages, ethnicity,
religion do coexists
What is the secret that
perpetuates the co
existence of these
diversities in the
villages
School
Though physical access is
not denied, children’s
cultural values and
experience is not
captured
What's the secret that
denies the diversities of
language, ethnicity and
gender
5. Marginalized are secluded from the sacred
centers
They live in a secluded place
Visible social barrier ( well, tank, temple)
Traditional culture has perpetuated this in the
society
6. Are these social inequalities
influence the school ?
Curriculum and content ?
Teachers attitude ?
School management ?
Classroom behaviors ?
Learning of children ?
7. Who are the
marginalized
Lower castes/class
Powerless
Poor
Illiterate
Working class
Unprivileged
Who are not
Upper Caste/class
powerful
Rich
Literate
Ruling class
privileged
9. Children from
Different languages
Different religion
Different ethnic groups
different cultural background
Teachers as authority (on the chair ) and children
in culture of silence (sitting on the ground)
Is the school replicate our inherited colonial
mind set ?
10. The As-Is Situation
Often the only voice heard in class is that of the
teacher.
When children’s voices are heard, they are
answering the teacher’s questions or repeating
the teacher’s words.
Do the children’s voice matter? (in side out)
Do the children have choices of learning from
their language and cultural context ?
11. The formal approach, of equality of
treatment in terms of equal access or
equal representation for girls, is
inadequate. Today, there is a need to
adopt a substantive approach,
towards equality of outcome, where
diversity, difference and
disadvantage are taken into
account.(p.6)
12. Marginalized learners, and
especially girls, to claim their rights
as well as play an active role in
shaping collective life, education
must empower them to overcome
the disadvantages of unequal
socialization and enable them to
develop their capabilities of
becoming autonomous and equal
citizens.(p.6)
13. To make it an inclusive and meaningful
experience for children
To move away from a textbook culture to
connect with children’s life
Child centered pedagogy:
Gives primacy to children’s experiences
gives primacy to their voices
gives primacy to their active participation
14. NO
Why
Traditional social biases
Mind set of untouchability( high /low)
Behaviour /Body language
Cultural attitude
Sitting arrangement in classroom
gender disparity/caste based space management
priority to upper caste children and importance
to upper caste teachers
Neglect to Adivasi and Dalit children
All these are invisible in our mind set..
15. Different make-beliefs on other’s
,language,ethinicity, religion
(we all enjoy holidays of other religion but we
don’t know the background)
Do we know about the Muslims and Christians
literature ?
Why we fail in understand them ?
Is there any source in our education to know
their culture?
16. Marginalized children have physical access to
the school
But they are intellectually neglected
Rich human values of Adivasi is not discussed
Dignity of labour of workers are not
respected
Contribution of Muslims are ignored
Tolerance of women and girls are ignored
Service of Christians are misunderstood
17. Uniform curriculum and textbooks have little
space for cultural diversities
Local social, religious or linguistic diversities are
not discussed in the classrooms
Curriculum designers / Textbook writers and
teachers always chant “mainstream” mantra
18. Faithful follower of text books ( course
completion syndrome )
Only what is written is knowledge and others
are not (exam related texts)
Ignores knowledge outside classroom
No emphasis to the social composition of the
village/city which is constitutive of children’s
knowledge and environment
No or less connectivity with village and
school
19. Inter-district disparity in the state
(one district 85% literate another is below 30
% in case of tribal )
Monolingual , mono-cultural curriculum in
multilingual classroom
No mention of social strength ( multiethnic
and multi cultural society)
20. There are 11614 schools with more than 20
children with linguistic diversities
Total 683745 children (6- 14 age )
58 000 Santali children
( 44265 Telugu,
45449 Bengali,
32189 Hindi
Other tribal languages : 396843 children
Other 16067 language s
21. 90611 Muslim children are Urdu speakers
78 Recognized Madras for 10000 children
..Unrecognized Madrasas for…..children
Many Muslim girls still denied access
17 lakhs Adibasi children
22. Lets initiate the dialogue ..
Why these disparities..
How to resolve them ..