Marginalized children face discrimination and barriers to equal access to education. They are typically minority groups who are excluded from power and privilege. This can negatively impact children's physical, emotional, social, and intellectual development by lowering self-esteem and limiting opportunities. Teachers can help marginalized children by ensuring their well-being and academic success, building close relationships, providing culturally responsive education that values students' identities and backgrounds, and maintaining high expectations and standards for all students.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
This document provides an overview of inclusive schools, including definitions, characteristics, and the role they play. Some key points:
- Inclusive schools recognize and accommodate diverse learning needs and styles to ensure quality education for all students. They build positive relationships and provide opportunities for participation.
- Characteristics include a supportive environment, feelings of competence, and treating all students equally. Inclusive schools improve learning outcomes and recognize that all students have special learning needs.
- The role of inclusive schools is to focus on student welfare, properly manage classrooms, engage relevant curriculum, and secure students' basic human rights. They stress interdependence and independence.
Presentation on integration and inclusionHEMANT MAURYA
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
This document provides an overview of inclusive schools, including definitions, characteristics, and the role they play. Some key points:
- Inclusive schools recognize and accommodate diverse learning needs and styles to ensure quality education for all students. They build positive relationships and provide opportunities for participation.
- Characteristics include a supportive environment, feelings of competence, and treating all students equally. Inclusive schools improve learning outcomes and recognize that all students have special learning needs.
- The role of inclusive schools is to focus on student welfare, properly manage classrooms, engage relevant curriculum, and secure students' basic human rights. They stress interdependence and independence.
Presentation on integration and inclusionHEMANT MAURYA
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
The National Policy on Education 1986 aimed to promote equal access to education for all Indians. It sought to remove disparities and equalize educational opportunities, particularly for women and Scheduled Castes who had faced denial of equality. Key policies included prioritizing women's literacy and retention in elementary education, expanding vocational and professional education for women, and equalizing educational attainment for Scheduled Castes across all areas and levels of education. Measures to achieve this included scholarships, recruitment of teachers from Scheduled Castes, and provision of facilities like hostels.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
The document discusses the education of socially disadvantaged groups in India, specifically scheduled castes, scheduled tribes, and women. It provides background on who constitutes socially disadvantaged groups and why their development is important. It outlines challenges faced by scheduled castes, scheduled tribes, and women in accessing education. The Indian Constitution includes provisions to promote the education of these groups. The government of India has implemented various schemes and policies like reservations, scholarships, and hostels to improve access to education for socially disadvantaged communities.
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Educational Thoughts of Mahatma Gandhi - Dr.C.ThanavathiThanavathi C
Mahatma Gandhi was born in 1869 in Porbandar, India. He studied law in London and worked as a lawyer in South Africa, where he experienced racism and developed his philosophy of nonviolent civil disobedience. Gandhi returned to India in 1915 and led the Indian independence movement, calling for swadeshi (boycotting of foreign goods), satyagraha (nonviolent resistance), and ahimsa (nonviolence). Some of his notable campaigns included the Salt March and Quit India Movement. After independence in 1947, Gandhi continued advocating for religious harmony. He was assassinated in 1948 by a Hindu extremist.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Discontinuity Theory - Language Across the CurriculumSuresh Babu
This document discusses two theories of the evolution of human language: continuity theory and discontinuity theory. [1] Continuity theory proposes that human language evolved gradually from animal communication sounds over a long period of time, pointing to similarities between animal sounds and human sounds. [2] Discontinuity theory argues that human language is too complex to have evolved from animals and is unique to humans, having emerged via some unknown development in the human brain. [3] Noam Chomsky, a prominent supporter of discontinuity theory, suggests the existence of an innate "language organ" in the human brain.
The document discusses gender equality and the hidden curriculum in education. It notes that while terms like gender equality suggest equal treatment, research shows gender stereotypes still exist in classrooms. The hidden curriculum refers to unintended lessons learned from the social environment and norms conveyed in school. The National Union of Teachers wants to challenge gender stereotypes to improve outcomes and relationships for all students. Educators must be aware of gender stereotyping and how it can limit some children's opportunities through subtle messages about gender roles. Examples could include associating certain colors or tasks with boys or girls. The hidden curriculum is influenced by teacher attitudes and values as well as classroom dynamics.
The document discusses social studies textbooks, including their purpose, characteristics of good textbooks, criteria for evaluating textbooks, and how to properly use them. It notes that textbooks should be logically organized, engaging for students, and supplement classroom instruction. While textbooks are useful for establishing common knowledge, teachers must not rely on them exclusively and should supplement them with other materials.
Continuous and Comprehensive Assessment (CCA)Ketan Kamble
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
This document discusses social and educational problems in India. It begins by defining social problems as situations where community goals are not achieved due to difficulties in the system. People face issues like harassment, lack of good education, discrimination, and poverty. Educational problems refer to school dropout, stagnation, and wastage.
The document then focuses on analyzing the psychological aspects of some key social problems - poverty, drug addiction, and dowry. It explains the causes and consequences of poverty, like malnutrition, poor socialization patterns, effects on personality development and mental health. For drug addiction, it discusses risk factors like peer pressure, genetics, and maturity. It notes dowry was originally to help with marriage expenses but now burdens families.
My Culture Has An Impact On My Socialisation EssayAshley Lovato
- The document discusses how culture and socialization influence identity development. Culture and socialization in childhood are very influential as they provide the first encounters with social norms and behaviors.
- As children learn from families, schools, peers and media, they develop a sense of self and how to fit into various social roles. This early socialization shapes individuals greatly.
- Later in life, social structures also influence identity as individuals interact more broadly, but culture and socialization in childhood form the foundation upon which identity is built.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
The National Policy on Education 1986 aimed to promote equal access to education for all Indians. It sought to remove disparities and equalize educational opportunities, particularly for women and Scheduled Castes who had faced denial of equality. Key policies included prioritizing women's literacy and retention in elementary education, expanding vocational and professional education for women, and equalizing educational attainment for Scheduled Castes across all areas and levels of education. Measures to achieve this included scholarships, recruitment of teachers from Scheduled Castes, and provision of facilities like hostels.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
The document discusses the education of socially disadvantaged groups in India, specifically scheduled castes, scheduled tribes, and women. It provides background on who constitutes socially disadvantaged groups and why their development is important. It outlines challenges faced by scheduled castes, scheduled tribes, and women in accessing education. The Indian Constitution includes provisions to promote the education of these groups. The government of India has implemented various schemes and policies like reservations, scholarships, and hostels to improve access to education for socially disadvantaged communities.
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Educational Thoughts of Mahatma Gandhi - Dr.C.ThanavathiThanavathi C
Mahatma Gandhi was born in 1869 in Porbandar, India. He studied law in London and worked as a lawyer in South Africa, where he experienced racism and developed his philosophy of nonviolent civil disobedience. Gandhi returned to India in 1915 and led the Indian independence movement, calling for swadeshi (boycotting of foreign goods), satyagraha (nonviolent resistance), and ahimsa (nonviolence). Some of his notable campaigns included the Salt March and Quit India Movement. After independence in 1947, Gandhi continued advocating for religious harmony. He was assassinated in 1948 by a Hindu extremist.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Discontinuity Theory - Language Across the CurriculumSuresh Babu
This document discusses two theories of the evolution of human language: continuity theory and discontinuity theory. [1] Continuity theory proposes that human language evolved gradually from animal communication sounds over a long period of time, pointing to similarities between animal sounds and human sounds. [2] Discontinuity theory argues that human language is too complex to have evolved from animals and is unique to humans, having emerged via some unknown development in the human brain. [3] Noam Chomsky, a prominent supporter of discontinuity theory, suggests the existence of an innate "language organ" in the human brain.
The document discusses gender equality and the hidden curriculum in education. It notes that while terms like gender equality suggest equal treatment, research shows gender stereotypes still exist in classrooms. The hidden curriculum refers to unintended lessons learned from the social environment and norms conveyed in school. The National Union of Teachers wants to challenge gender stereotypes to improve outcomes and relationships for all students. Educators must be aware of gender stereotyping and how it can limit some children's opportunities through subtle messages about gender roles. Examples could include associating certain colors or tasks with boys or girls. The hidden curriculum is influenced by teacher attitudes and values as well as classroom dynamics.
The document discusses social studies textbooks, including their purpose, characteristics of good textbooks, criteria for evaluating textbooks, and how to properly use them. It notes that textbooks should be logically organized, engaging for students, and supplement classroom instruction. While textbooks are useful for establishing common knowledge, teachers must not rely on them exclusively and should supplement them with other materials.
Continuous and Comprehensive Assessment (CCA)Ketan Kamble
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
This document discusses social and educational problems in India. It begins by defining social problems as situations where community goals are not achieved due to difficulties in the system. People face issues like harassment, lack of good education, discrimination, and poverty. Educational problems refer to school dropout, stagnation, and wastage.
The document then focuses on analyzing the psychological aspects of some key social problems - poverty, drug addiction, and dowry. It explains the causes and consequences of poverty, like malnutrition, poor socialization patterns, effects on personality development and mental health. For drug addiction, it discusses risk factors like peer pressure, genetics, and maturity. It notes dowry was originally to help with marriage expenses but now burdens families.
My Culture Has An Impact On My Socialisation EssayAshley Lovato
- The document discusses how culture and socialization influence identity development. Culture and socialization in childhood are very influential as they provide the first encounters with social norms and behaviors.
- As children learn from families, schools, peers and media, they develop a sense of self and how to fit into various social roles. This early socialization shapes individuals greatly.
- Later in life, social structures also influence identity as individuals interact more broadly, but culture and socialization in childhood form the foundation upon which identity is built.
This document discusses issues in cross-cultural communication and how culture impacts perception and communication. It outlines that culture governs both language/thought and behaviors/activities. Cultural differences present greater obstacles to communication than linguistic differences alone. Culture shapes perceptions in areas like individualism vs collectivism, roles, social hierarchies, values, and thought patterns. These cultural lenses can lead to misunderstandings between people from different cultures unless accounted for in cross-cultural interactions and communication. The document provides taxonomy of potential cultural barriers and differences that can obstruct cross-cultural understanding.
The Right to Die should be considered Right - GCSE English - Marked by .... The Right to Die: Constitutional and Statutory Analysis - UNT Digital .... Should we have a right to die? - A-Level Religious Studies & Philosophy .... ⇉Nelson Mandela’s Speech “I Am Prepared to Die” Analysis Essay Example .... For or against Death Penalty? - GCSE English - Marked by Teachers.com. The Death Penalty is not inhumane, do you agree? - GCSE English .... Writing a reference book - Approved Custom Essay Writing Service You .... Everyone has the right to an easy death. - GCSE Religious Studies .... Writing to Argue- Should the death penalty be reinstated? - GCSE .... The Right to Die Essay | Terminal Illness | Coma. Should we Have the Right to Die? | TpT. 1995Obs...115...78S Page 80 | Essay examples, Right to die, Essay writing. PPT - Ethics PowerPoint Presentation, free download - ID:245287. Legal and Ethical Issues Concerning Euthanasia Essay Example | Topics .... The right to die class powerpoint. "The Right to Die" - Read Theory Workbooks. The Death Penalty: Right or Wrong? - PHDessay.com. Thesis Statement On Death And Dying — Is It Reasonable to Be Afraid of .... The right to die - 385 Words - NerdySeal. Argumentative Essay For Euthanasia For Humans - takeoffdynamics’s blog. Right to die issue essays for scholarships. Right To Die Essay – Telegraph.
Symbolic interactionism studies how individuals and small groups interact within society and how they develop meanings and beliefs. It was created by Herbert Blumer and is based on three core ideas: that people act based on the meanings of things, social interactions build meanings, and meanings depend on social interactions between people. The document discusses symbolic interactionism as a sociological perspective for understanding society and how people behave within social groups.
Educational Marginalization of Muslim Girls: A Study on the Role of State and...iosrjce
Muslim constitutes India’s largest minority but educationally they are one of the most backward
communities in the country .Muslim girls lag behind their male counterparts and women from other community
in the country itself. Women from different socio-economic strata have a great deal of marginalization in their
life situations. There are also significant differences in women’s specific status across regions, caste and class,
communities and religion. Women in India have made significant strides during the six decades entering every
field of education and taking on the challenges of various professions. However, masses of women remain
restricted by the vicious circles of family expectations, gender role discrimination, social stereotype and stigma.
The absence of gender disaggregated data by religion, particularly in respect of literacy rate, enrollment rates
at different stages of education, dropout rates etc., at national, states, district levels was a formidable bottleneck
in the planning and development of strategies and programmes for education of Muslim girls.
The study has analyzed the present educational marginalization of Muslim girls with reference to role of state
and religion in India. The present paper examined socio-cultural and educational factors and forces hindering
their educational participation. Through this study I discussed the backdrop of existing policies, programmes,
constitutional safeguards, legal provisions and schemes to promote education of Muslim girls belonging to
educationally backward minorities and being a social and economically disadvantage section of our society.
Social issues of childhood and adolescenceAbhishek Nayan
There are several issues which are faced by children and Adolescents. Some of them are Social issues, emotional issues, health issues etc.This presentation elaborates about social issues being faced by Children and adolescents. Check the slides to know more
Developing capabilities of the heart and the mind: digital storytelling and a...Daniela Gachago
The document discusses how digital storytelling was used with education students in South Africa to facilitate Martha Nussbaum's capabilities approach to social justice. It provides context on the study, which involved students creating digital stories on social issues in education. Focus group interviews found that the process helped students develop several capabilities, including seeing issues from others' perspectives and increased empathy. However, the discussion notes the process focused more on individual capabilities and agency rather than collective change. While a small step, the project provides hope by highlighting social issues and mobilizing action from others.
SOC350 Cultural DiversityPaige MasseyA person has just start.docxpbilly1
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
Productive and reproductive activities tend to vary across cultures and societies. Here are some examples of common productive and reproductive activities of men and women in many societies:
Productive activities of men:
- Farming, herding, fishing
- Construction work
- Manufacturing
- Trade/business
Productive activities of women:
- Farming, herding (often on a smaller scale)
- Gathering firewood, fetching water
- Handicraft production
- Petty trade
Reproductive activities of men:
- Childcare
- Household repairs
- Shopping
Reproductive activities of women:
- Child rearing
- Cooking, cleaning
- Caring
Dealing with Vulnerability, Dependency, and Resistance Vulnerabi.docxsimonithomas47935
Dealing with Vulnerability, Dependency, and Resistance
Vulnerability, dependency, and resistance are three of the most important factors in delivery of human services. They often constitute a bugaboo for human service workers, thwarting their best efforts and leading to frustration on the part of all participants in helping transactions. Their origins lie both within the individual and within society, and reactions to them tend to be both value laden and culture bound.
Vulnerability
In every society, there are people who can be characterized as more vulnerable than others—more vulnerable to illness, to unemployment or underemployment, to violence, to social isolation, to failure. They are more vulnerable to the changes that take place in the society, first and longest penalized by them. The most prominent of these are the poor, minorities, the handicapped, the elderly, and children. To be poor in an affluent society, to be old and slow in a world that values youth and speed, to be a child when family structures are weakening and changing and when proliferating no-fault divorces are mainly concerned with the rights of adults, to b e a member of a minor it y group that is considered inferior, to be so handicapped as to be unable to use available resources—to be any of these is to be isolated, stereotyped, and dehumanized. It is to know that within the society there are institutionalized supports that tend to maintain prejudice and discrimination and to close the doors of opportunity. It is to know the frustration of powerlessness, the bitterness of coping with harsh conditions that tend to be self-perpetuating, the
Levine, Joanne. Working with People: The Helping Process (Page 215). Pearson Education. Kindle Edition.
loneliness of being the outsider, and the deadening defeat of unfulfilled potential. It is to be afraid. People caught in such situations may develop one of three patterns of behavior in coping with their vulnerability:
1. hey can mobilize personal and social resources to deal with this reality and, if possible, change it (as in the successful activity of pressure groups of elderly people, minorities, and the handicapped).
2. hey can become helpless and dependent—although not always consciously—and force the society to care for them by not caring for themselves (as with many of the crisis-prone, multiproblem families who cling to welfare programs).
3. hey can strike out in fear and rage at forces they often do not fully understand and cannot control (as do the violent gangs within the ghettos in our cities).
Human service workers in all areas are in immediate and personal contact with our social victims—the physician in the emergency room, the social worker in the welfare department, the teacher in the ghetto classroom, the public health nurse visiting the old person in an isolated rural farmhouse, the foster care worker facing the 13-year-old nobody wants, the minister developing a food program to feed the hu.
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Essay on Socialization
Socialization
Socialization is the process by which culture is learned; also called enculturation. During socialization individuals internalize a culture s social controls, along with values and norms about right and wrong. Socialization is a complex process that involves many individuals, groups, and social institutions.
AGENTS OF SOCIALIZATION
There are four main agents of socialization family, school, peer groups (friends and collogues), and mass media.
Socialization practices & influencing factors & impact ofSaavy McCallister
This document discusses socialization and the impact of social-emotional deprivation at different developmental stages. It defines socialization and the key agents and processes involved, including primary and secondary socialization. It examines research on social isolation using examples like Harry Harlow's monkey experiments. Critical periods of development are outlined, and cases of feral children like Genie who experienced severe deprivation are described. The document outlines developmental issues associated with deprivation, like impaired language and social skills. It discusses emotional deprivation and strategies for overcoming deprivation. Finally, it notes trends in research on topics like the parent-infant relationship and pathways from childhood deprivation to adult social exclusion.
Gender and racial-ethnic socialization involve specific messages and practices taught to children regarding their gender or racial identities. Gender socialization teaches children what behaviors and roles are appropriate for their sex. Racial socialization includes direct statements and modeling of behaviors related to one's racial or ethnic group. Both processes are important throughout life, with socialization occurring in families, communities, and workplaces. Socialization helps shape personal and social identities from childhood through adulthood.
This document summarizes key concepts about culture and personality from a psychology perspective. It discusses how personality arises from both innate biological factors (nature) as well as environmental and social influences (nurture). Several theories of personality are examined, including Freud's concepts of the id, ego and superego. The role of socialization agents like family, peers, school, media and religion in shaping personality and gender roles from childhood is also explored. The document also covers the sociological concepts of norms, deviance and theories of deviant behavior like anomie and innovation/ritualism. Drug abuse and addiction are discussed as an example of deviance.
Cultural Values of Filipinos, Group, Society and Social StratificationYonese Giselle Gonzales
This document discusses several topics related to Philippine culture and society, including cultural values, education, social groups, and social stratification. It provides definitions and examples of key concepts. The main points are:
- Culture gives people identity and allows them to understand the world. It is passed down between generations.
- Filipino cultural values are influenced by childhood teachings, peer groups during youth, and internalization during adulthood. The pamantayan system model helps explain Filipino behavior.
- Society and education influence each other. Formal schooling transmits culture but must also adapt to societal changes. Social groups like families, communities, and class divisions structure society.
- Social stratification by
This document discusses social integration of people with disabilities in schools and communities. It notes that while steps have been taken to promote inclusion, more progress is still needed. Children with disabilities are still not receiving the same education as others. Canada ranks low compared to other countries in advocacy efforts by non-profits. Media has made efforts to include people with disabilities but progress remains slow. Overall, policies around the world are improving, but more changes are required to achieve equality.
Culture and socialisation: Ties in with the CIE syllabus Unit 2samandmocha
This document provides an overview of key concepts related to culture and socialization. It discusses:
1) What culture is and how it is learned through socialization. Culture includes shared behaviors, beliefs, and customs that make up a society's way of life.
2) The roles that humans learn in society, which are mostly not instinctual. Humans rely on socialization to learn appropriate behaviors.
3) How socialization occurs through primary socialization with family and secondary socialization at school. Children learn social roles, norms, and how to conform from various socializing agents.
4) The concepts of social order and social control, which work to maintain conformity and stability in a society according to
TEACHING NOTESELF-ASSESSMENT AND DIALOGUE AS TOOLSFOR APPR.docxssuserf9c51d
TEACHING NOTE
SELF-ASSESSMENT AND DIALOGUE AS TOOLS
FOR APPRECIATING DIVERSITY
Gwenelle S. O'Neai
West Chester University
As social work educators continue to examine methods and techrüques to pro-
vide meaningful knowledge about racism and discriminafion, the role of self-
assessment and dialogue should also be explored. This teaching note presents a
tool for students and educators to use in considering Uterature discriminafion
and increasing awareness of mulficultural resources. This tool and the related
acfivifies may be used for orientafion or modified and combined with the vari-
ety of mixed media used to engage students in acfive learning.
THE ROLE OF SOCIALIZATION in e s t a b l i s h i n g
mindsets or world views is an estabUshed per-
specfive among sociologists, social workers,
and other helping professionals. Educafional
socializafion has typicaUy favored middle-
class Euro Ainerican students and neglected
the importance of ethnic minority or working-
class student backgrounds (Stanton-Salazar,
1997). It seems relevant that engagement
around diversity content should begin with
the evaluafion of one's own socializafion or
connection to multicultural examples and
concepts. Services to individuals, famdies,
groups, organizafions, and communifies need
to come from an understanding of the
demeaning reaUfies and often unjust circum-
stances that many people have faced or are
facing. This teaching note presents the de-
scripfion of an exercise that has been used
over the past 10 years to orient students to
their verbal acknowledgement of the appreci-
afion of diversity and their actual parficipa-
tion in gaining understanding of the mulfiple
cultural backgrounds of people in our com-
munifies. Related acfivities are also described.
Diaiogue, Self-Assessment,
and the Learning Process
The human-behavior-in-the-social-environ-
ment course The Dialecfic of Oppression and
Liberafion examines the impact of oppression
and discriminafion on members of various
groups as weU as on Euro Americans within
the context of a diverse and stratified society.
Journal of Social Work Education, Vol. 48, Ne. 1 (Winter 2012).
32012, Ceuncll en Sedal Werk Edueatlen, Inc. All rights reserved. DOI: 10.5175/JSWE.2011.201000007 1 5 9
1 6 0 JOURNAL OF SOCIAL WORK EDUCATION
The course prepares students to engage in con-
versafions that examine tradifional behaviors
and atfitudes. Tradifional contexts, evolving
nofions, and dynamics are addressed in the
process of becoming a social worker prepared
to embrace mulfiple cultural groups. The
process involves self-assessment, exposure to
various perspecfives, and opportunifies to
reflect on and discuss these in an acfive leam-
ing environment.
Critically analyzing routinely accepted
paradigms helps students reevaluate power
structures (Darüel, 2008) and their personal
views of them. The dialectic includes ac-
knowledging and exploring survival and
defensive behaviors. The course incorporates
the history of oppre ...
1) Education has a major influence on gender identity formation from a young age by categorizing students into "girls" and "boys" groups and tracking them into gendered subjects and careers.
2) Even today, schools still promote traditional gender roles through images in textbooks, toys marketed to children, and gender imbalances in subjects and administrators.
3) To build better gender relations, schools should move beyond single-sex approaches and focus on making the entire learning environment more inclusive, supportive, and critical of assumptions around gender.
Similar to Course 1 B.ED PLURALISTIC SOCIETY marginalization (20)
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging others based on group characteristics rather than seeing them as individuals. Sources of stereotyping include social learning from parents and peers as well as cognitive biases like categorizing others and favoring one's own group. Consequences of stereotyping include influencing perceptions and behaviors, confirming stereotypes through self-fulfilling prophecies, and creating prejudice, discrimination, and denial of opportunities. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and education to reduce stereotyping.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
The document discusses life skills and interpersonal skills. It defines life skills as abilities that allow individuals to effectively deal with everyday life challenges according to the WHO. The UNICEF defines life skills as a behavior change approach involving knowledge, attitudes, and skills. Core life skills identified by the WHO include problem solving, decision making, critical thinking, communication skills, and interpersonal relationship skills. Interpersonal relationship skills help us relate positively to others and are important for mental and social well-being. Studies show people with poor social skills have low self-esteem. The document recommends teaching children skills like conflict resolution and understanding nonverbal cues to develop strong interpersonal skills.
B.Ed NOTES Course 1 interventions effective communication namrataNamrata Saxena
The document discusses various life skills and interventions for improving communication skills, defining life skills as learned abilities that allow individuals to effectively deal with everyday demands and challenges. It provides definitions of life skills from WHO and UNICEF, and lists core life skills areas such as problem solving, decision making, and relationship skills. The document then outlines specific steps teachers can take to improve students' communication skills in the classroom, including establishing discussion norms, encouraging participation, and providing opportunities for small group work and open dialogue.
1. Trauma can arise from powerful shocks like divorce, death of a parent, abuse, disasters or war. These experiences can have long-lasting effects on children.
2. Trauma is defined as an emotional response to a terrible event that overwhelms a person's ability to regulate their emotions. Common causes of childhood trauma include sexual, physical, or emotional abuse, neglect, accidents, violence, or loss of a parent.
3. Children who experience trauma may exhibit symptoms like struggling with emotions, frightening memories, sleep problems, feelings of danger, and relationship or behavioral issues. Trauma can also impact brain development and have long-term effects on learning, behavior, and health. Support from caring adults
B.Ed notes Course 1 attachment and bonding namrataNamrata Saxena
The document discusses attachment and bonding between infants/children and their caregivers. It defines attachment as the emotional bond formed between a child and their primary caregiver, usually the parents. Bonding refers to the emotional connection felt by the caregiver towards the child. Healthy attachment occurs when the caregiver is consistently responsive to meeting the child's physical and emotional needs. This allows the child to develop a sense of security and explore freely. Attachment styles are either secure, where the child feels safe and supported, or insecure, where the caregiver is inconsistent or unavailable. Secure attachment is important for the child's lifelong development and ability to form relationships.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. COURSE 1
MODULE 3
Unit 6
Namrata Saxena, Asst Professor, PCER, New Panvel.
a) Childhood and growing up in the context of Marginalization
Unit 6: Growingup ina Pluralisticcontext
• Pluralismisdefinedasasocietywhere multiplepeople,groupsor entitiesshare political
power.
• An exampleof pluralism is a society wherepeoplewith differentculturalbackgroundskeep
their own tradition.
• referstoa society,systemof government,ororganizationthathasdifferentgroupsthat
keeptheiridentities while existingwithothergroupsora more dominantgroup.
• Ratherthan justone group,subgroup,or culture dictatinghow thingsgo,
• pluralismrecognizesalargernumberof competinginterestgroupsthatshare the power.
• Pluralismservesasa model of democracy,where differentgroupscanvoice theiropinions
and ideas.
• MARGINALIZEDCHILDREN
• Definitionof Marginalized
Accordingto Arko Koley “Beingmarginalisedreferstobeingseparatedfromthe restof the
society,forcedtooccupythe fringesand edgesandnot to be at the centre of things.
Marginalisedpeople are notconsideredtobe apart of the society.”
• MARGINALIZE(verb)
• to relegate toan unimportantorpowerlesspositionwithinasocietyorgroup.
• MARGIALISATION
• "Marginalizationisthe social processof becomingorbeingmade marginal (torelegate or
confine toa lowersocial standingorouterlimitoredge,asof social standing);"the
marginalizationof the underclass";"marginalizationof literature"andmanyotherare some
examples.Marginalizationinvolvespeople beingdenieddegreesof power.
• Definition
• The process wherebysomethingorsomeone ispushedtothe edge of agroup and accorded
lesserimportance.Thisispredominantlyasocial phenomenonbywhicha minority orsub-
groupis excluded,andtheir needs ordesiresignored.
2. • The Encyclopediaof PublicHealthdefinesmarginalizedgroupsas,‘Tobe marginalizedisto
be placedinthe margins,andthusexcludedfromthe privilegeandpowerfoundatthe
center”.
• In general,the term‘marginalization’describesthe overtactionsortendenciesof human
societies,where peoplewhotheyperceive tobe undesirableorwithoutusefulfunction,are
excluded,i.e.,marginalized.These people,whoare marginalized,fromaGROUP or
COMMUNITY fortheirprotectionandintegrationandare knownas ‘marginalizedgroups’.
Thislimitstheiropportunitiesandmeansforsurvival.
Characteristics ofmarginalizedgroups:
Usuallya minoritygrouphasthe followingcharacteristics:
1) It suffersfromdiscriminationandsubordination.
2) Theyhave physical and/orcultural traitsthat setthemapart, andwhichare disapprovedof, bya
dominantgroup.
3) Theyshare a sense of collectiveidentityandcommonburdens.
4) Theyhave sharedsocial rulesaboutwhobelongs,andwhodoesnot.
5) Theyhave a tendencytomarrywithinthe group.
UNESCOon MarginalizedChildren
Millionsof childrenare excludedfromtheir righttobasic education andparticularlyto
primary education.Accessto primaryeducationisstill hamperedbymanyfactors,suchas
income differentiationandsocial status.
Types ofmarginalizedgroups:
Majorly twotypes:
Two typesof marginalizedgroups:IndividualandCommunityMarginalization.(Readpg.117 Dr.
S.K.MANGAL,DR.UMA MANGAL,CHILDHOOD ANDGROWING UP).
So ingeneral these are the differentexamplesof marginalizedgroups:
• Women,people withdisabilities,schedule castes(dalits),schedule tribes,children.
• If lookback in to the historyof India,educationwasneverinreachof itsentire people.
Unequal accessto educationhasbeenrampantinIndia.
• Discriminatoryorderinthe caste systemhasbeeninstrumentalinperpetuatingthis.
• Overthe generationsone sectionof the societywereenjoyedthe fruitsof the educationand
remainingmajorityof IndiancommunitiesparticularlymarginalizedsectionslikeScheduled
3. Castes(SC),ScheduledTribes(ST),OtherBackwardClasses(OBC),ReligiousMinoritiesand
Womenwere deniedthe opportunity.
Whoare MarginalizedChildren?
Four broadthematicclustersof marginalisationwill be considered:
Group-based:indigenous,ethnic,racial, linguistic,caste,minorities(religious,SC,ST,
women)
Poverty-related:extreme andpersistentpoverty,childlabour,streetandworkingchildren
Location: urban slums,rural andremote areas(drought-prone,pastoralistetc),conflict
zones(includingrefugeesandinternally-displacedpersonsbywar)
Individual:disabilityandspecialneeds,HIV/orphans,otherhealth-relatedproblems
In India,a girl childfacesdiscriminationanddifferential accesstonutritiousfoodandgender
basedviolence isevidentfromthe fallingsex ratioandthe use of technologiestoeliminate
the girl child.
The manifestationsof these violationsare various,rangingfromchildlabor,childtrafficking,
to commercial sexual exploitationandmanyotherformsof violence and abuse.
Withan estimated12.6 millionchildrenengagedinhazardousoccupations(2001Census),
for instance,Indiahasthe largestnumberof childlaborersunderthe age of 14 inthe world.
Amongchildren,there are some groupslike streetchildrenandchildrenof sex workerswho
face additional formsof discrimination.
Impact ofMarginalization
• How dothe marginalizedfeel?
• Excluded
• Ignored
• Victimized
• Deprived
• (additional read pg.121 impact of marginalizationsufferedbythe childrenthemselves: Dr.
S.K.MANGAL,DR.UMA MANGAL,CHILDHOOD ANDGROWING UP).
4. There are four areas of potential for the effect discrimination has
• Physical- Signs of poor health may manifest. self harming, attempting suicide,
cutting, etc. Bullying might become physical and other types of abuse.
• Emotional - Emotional scars seem to run deep and are not healed easily. Could
become to believe that persecutors are right, leading to a loss of self worth.
Could lead to physical signs of trauma
• Social - lack of friends, social exclusion, no one to talk to about interests or
plans for now and the future. Being treated as though someone doesn't belong.
Could lead to more emotional harm, physical harm, intellectual harm, etc.
• Intellectual - Not wanting to learn, withdrawing from places of learning. Not
wanting to be around others unsafe behaviors
Characteristics ofMarginalizedChildren (thisis also the impact of marginalizationon
children)
may become stigmatized
receive negativepublicattitudes
limitedopportunitiestomake social
contribution
lowself confidence
lowself esteem
poverty- stricken
dependencyonothers
feelingof shame
healthdeterioration
feelingof disempowerment
feel undervaluedinthe society
reluctantto getinvolvedin
communityactivities
inabilitytoshape communitylife
feelingof mistrust
genderbiasestowardsgirls
feelingof exclusion
oppressedandbulliedbyothers
involvedincrimesorgangs
depressedandself-destructed
How to recognize MarginalizedStudents? (alsocan be writtenas impact)
High percentage of drop- outs
Grade- level repeaters
Hyperactivity(shortattentionspan,impulsiveness)
Aggression/self-injuriousbehavior(actingout,fighting)
Withdrawal (failure toinitiate interactionwithothers;retreatfromexchangesof social
interaction,excessive fearoranxiety)
5. Immaturity(inappropriate crying,tempertantrums,poorcopingskills)
Learningdifficulties(academicallyperformingbelow grade level)
lack opportunitiesforskill development
Belowaverage inphysical skillability,mainlyfinemotorskills
Inabilitytobuildormaintainsatisfactoryinterpersonal relationshipswithpeersand
teachers
Inappropriate typesof behaviororfeelingsundernormal circumstances
General moodof unhappinessordepression/abnormal moodswings
Distortedthinkingpattern
Sociallydeviantbehavior
Oftenoutof school
Heavilyunder- representedinsecondaryeducation
Experience poorqualityeducation
Educational implications
There are 1.8 billion school-aged children in our world, and soon they will determine the future of
humanity. Clearly, achieving a quality basic education for all of the world’s children is urgent; yet
more than half, one billion, lack anything close to a quality basic education. This failure should be an
even greater concern to us all than peak oil or climate chaos, since meeting these and our other
economic and social challenges require well educated people throughout the world.
Role of teacher
• Teacher shouldensure Psychological well-beingandacademicfunctioningof membersof
marginalizedgroups
• The influence of subtle prejudicial statementsmade bythe teachersin the classroomhas
significantinterference withthe taskperformance,attention,andconcentrationof the
marginalizedstudentsinthe classroom.
• Researchshowsthatteacherclosenessmatters :∎ Teachers’reportsof feelingclose are
positivelycorrelated withincreasesinchildren’sreceptive vocabulary&readingabilities.
• ∎ Childrenwhohave more conflictualrelationshipswithteachersare lessengagedinthe
classroom& at risk forpoor academicachievement.
• ∎ Close &supportive teachersimproveoutcomesforchildrenat-riskforschool failure.
• ∎ Teachershouldprovide Richexperienceswithappropriatelytrainedadultsthathelpthem
developascapable learners
6. • ∎ teachersshouldbe Educatorsthat can see andrespondto the individual needsof each
child
• ∎ teachersshouldorganize Programsandservicesthatengage withparents,familiesand
guardiansauthenticallyandasfull partners
Teachersshouldprovide provide ∎ Safetyandsecurity∎ Relationshipsassourcesof
learninganddevelopment ∎ Supportforchildren’sidentityandsense of self—culture,
language,ability,gender,ethnicity/race ∎ Intentional developmentandexpansionof
children’sknowledge andunderstandingof the worldthroughage- appropriate andbest-
practice teachingmodalities
• Teachers should believe that∎ All childrencanlearn(noexceptions)
• Teachersshouldmaintain∎ Highstandards:Excellence andrigorinteachingandlearning as
All programs,toolsandactivities(e.g.,teaching,curriculum)helpchildrengainthe skillsand
capacitiesneededforeducational successatschool andin life
• Teachersshouldprovide ∎ Authenticassessmenttiedtolearning -- multipleassessment
strategies;assessmentsupportsinstruction
• Teachersshouldprovide CulturallyResponsive Education i.e∎ Richcurriculumthatreflects
cultures-- Groundedandtaughtthroughchildren’scultures,capacities,andprior
experiences ∎ Values/acceptshome languages ∎ All childrenare involvedinknowledge
construction ∎ Values,acceptsandsupportschildren’sidentitydevelopmentasa social-
emotional issuetiedtolearning
• Childrenfromculturallydiverse communities,childreninpoverty,andchildrenfrom
marginalizedracial groupshave bettereducationaloutcomeswhenteachershave
knowledge andpractice skillsthatsupporthome culture andlanguage
• Learning environment: teachers and schools should:
• Develop inclusive learning environments: Learning environment matters. Typically
those who enter school carrying the weight of disadvantage receive the worst education.
They are often taught by poorly trained teachers, sometimes in a language they do not
understand. Textbooks are frequently unavailable or include material that depicts negative
stereotypes. Governments can address these problems by creating an enabling learning
environment, beginning with providing incentives for skilled teachers to work in
marginalized areas.
• Supporting intercultural and bilingual education can strengthen achievement among
disadvantaged ethnic minorities.
• Ensuring that teachers and schools are equipped to support children with disabilities is
equally important.
• Channeling extra resources and pedagogical support to ‘failing’ schools can benefit
• Interventionsforthe Marginalizedgroups :
• The school personnel shouldcultivateschool climatesthatare safe andwelcomingtoall
personsregardlessof actual orperceivedcharacteristicsincludingrace,ethnicity,color,
7. religion,ancestry,national origin,immigrationstatus,socioeconomicstatus,primary
language,gender,disabilityoranyotherdistinguishingcharacteristics.
• The firstinvolvessocial supportsfrombothpeersandmentors(Watkins,Labarrie &Applo
2010). This approachincludesformingpositive andsupportive relationshipswithother
studentsof similarrace,ethnicity,andculture.
• The secondinterventionisrelatedtoactive coping(Tyler,1991; Torres, 2010), which
ultimatelyreducesstressandpromotesasense of agencyandpurpose.Workingin
collaborative teams,Creatingnew,aswell asutilizingpreexistinggroupsandclubsthathave
studentswhoare membersof marginalizedgroups,canprovide avenue foropendiscussion
abouttheirexperienceswithmicro-aggressionaswell asmentorandpeersupports.Group
meetingscouldprovideasafe place forvalidationof the impactof micro-aggressive actsand
opportunitiestodiscusscopingstrategies.Facilitatingthese activitiescouldbe incorporated
intothe dailypractice of the school psychologist.
• ReachingOut
All educationsystemshave toaddressproblemsof marginalisation.Effective andinnovative
educationpoliciesopenenormousopportunitiesforovercomingmarginalisation.The
commonthreadlinkingeachof the marginalizedgroupsisthattheyfigure prominentlyat
the lowerendof the distributionforeducationaccessandachievementintheirrespective
societies.Reachingandprovidingameaningful educationtothe marginalisedposesa
distinctive setof challengesthatgobeyondpromotingequityingeneral.
Role of Teachersand School:One reasonforthe underachievementof marginalizedchildren
isthe lackof experiencedandtrainedteachersinrural areas,particularlyinthe remote
areas.Anotheristhe digital divide betweenrural andurbanareasdue to the poor ICT
infrastructure.So,future publicpoliciesoneducationwill needtobe sensitive tothe
possibilityof anincreasingurban-rural digital divide.Equityshouldcontinue tobe atthe
forefrontof the policyagenda.Pooranddisadvantagedpeople shouldbe involvedinthe
designandimplementationof programmesthatwill affecttheireducational needsandwell-
being.Moreover,the currentexaminationorientedprimaryeducationsystemencourages
rote teachingand learning.Some childrenwhoperformwellinexaminationsmaynot
necessarilyunderstandfundamental conceptsandare thereforeunable toapply,for
instance,mathematical orscience conceptsoutside the school ortextbookcontext.
researchshowsthatthe teachingandlearningof science inprimaryschoolscanbe improved
usingalternative mode of teaching.The alternative teachingstrategiesappeartobe more
effectiveandable todrawstudents’interests.Teachersteachinginmarginalizedschools
shouldtrynewstrategiesof teaching.Universitylecturersassupportgroupcan workwith
the teacherscollaborativelyinembarkingactionresearchinthe developmentof teaching
modulestoimprove the qualityof teachingandlearninginschools.Howeverteacheroften
appearsto be too busyto read researchreports,letalone tolookforalternative strategies.
Therefore,more effortsshouldbe putintraininganddevelopingteacherstohave the
requiredcharacteristicsbyinvolvingthemfromthe beginningtocarryout actionresearchin
schools.