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.
Paper OrganizationStart with a title page and organize your pa.docxhoney690131
Paper Organization
Start with a title page and organize your paper with the following guidelines: 5-7 pages
· Title Page: Include a title page with the following title: Ethical Behavior, Diversity, Civil Discourse, and Educating Adults: A Literature Review.
· Introduction: The opening content should directly follow the title of the paper (repeated from the title page). In this section, list or summarize the issues you selected from the literature related to ethical behavior, diversity, and civil discourse, and provide a summary or road map for the content included in your paper.
· Overview of Issues: Begin the body of your paper with an overview of the issues related to ethical behavior, diversity, and civil discourse you chose for this review. Describe connections among these issues and their significance to adult education. Write in third person and include literature support.
· Diversity Issue Related to Specialization: Provide detailed descriptions and examples of how the issues you chose to review specifically relate to educating adults. Write in third person and include literature support.
· Ethical Behavior Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Civil Discourse Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Review of the Literature: The literature review should include a minimum of six references from peer-reviewed journal articles related to Adult Education. Analyze this scholarly literature, focusing on the connections between Adult Education and the issues of ethical behavior, diversity, and civil discourse you chose to research. Continue writing in third person and cite the literature for support.
· Conclusion: Your conclusion should emphasize the main themes in your paper and provide a synthesis of the literature reviewed, with special attention to the connections and relationships among the issues you chose to research and your educational specialization.
· References: Include a minimum of five different scholarly, peer-reviewed journals (related to your field of specialization) that are also cited in the paper. Your citations must have references and your references should be included within your paper as in-text citations.
Ethical Behavior, Diversity, and Civil Discourse Scoring Guide
Due Date: Sat 5/30
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
20%
Does not identify connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Identifies connections among issues of ethical behavior, diversity, a.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
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.
Paper OrganizationStart with a title page and organize your pa.docxhoney690131
Paper Organization
Start with a title page and organize your paper with the following guidelines: 5-7 pages
· Title Page: Include a title page with the following title: Ethical Behavior, Diversity, Civil Discourse, and Educating Adults: A Literature Review.
· Introduction: The opening content should directly follow the title of the paper (repeated from the title page). In this section, list or summarize the issues you selected from the literature related to ethical behavior, diversity, and civil discourse, and provide a summary or road map for the content included in your paper.
· Overview of Issues: Begin the body of your paper with an overview of the issues related to ethical behavior, diversity, and civil discourse you chose for this review. Describe connections among these issues and their significance to adult education. Write in third person and include literature support.
· Diversity Issue Related to Specialization: Provide detailed descriptions and examples of how the issues you chose to review specifically relate to educating adults. Write in third person and include literature support.
· Ethical Behavior Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Civil Discourse Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Review of the Literature: The literature review should include a minimum of six references from peer-reviewed journal articles related to Adult Education. Analyze this scholarly literature, focusing on the connections between Adult Education and the issues of ethical behavior, diversity, and civil discourse you chose to research. Continue writing in third person and cite the literature for support.
· Conclusion: Your conclusion should emphasize the main themes in your paper and provide a synthesis of the literature reviewed, with special attention to the connections and relationships among the issues you chose to research and your educational specialization.
· References: Include a minimum of five different scholarly, peer-reviewed journals (related to your field of specialization) that are also cited in the paper. Your citations must have references and your references should be included within your paper as in-text citations.
Ethical Behavior, Diversity, and Civil Discourse Scoring Guide
Due Date: Sat 5/30
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
20%
Does not identify connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Identifies connections among issues of ethical behavior, diversity, a.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
PowerPoint usado em aula para abordar a polêmica da "Farra da Antropologia Oportunista", matéria publicada pela revista Veja com ampla rejeição por parte dos antropólogos citados.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Educational policy and the fight against homophobia in
1. Educational Policy and the Fight Against Homophobia in Brazil Felipe Bruno Martins Fernandes CUNY | Graduate Center | CLAGS | February 4th All sections to appear here
2. EducationalPolicyandthe fightAgainstHomophobia in Brazil pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
3. Educational Policy and the Fight against Homophobia in Brazil Felipe Bruno Martins Fernandes PhD Candidate, Interdisciplinary Program in Gender Studies (Faculty of Human Sciences) Universidade Federal de Santa Catarina (Brazil). CAPES/PDEE Scholarship CLAGS SCHOLAR IN RESIDENCE (2009-2010)
4. Summary Introduction The creation of the agenda to fight homophobia at the Education Ministry The role of Secad’s officials, legitimating personnel, and partners Actions/strategies to fight homophobia in the Education Ministry The different moments of the policy Homophobia Diversity NGOs Universities Conclusion References
6. The creation of the agenda to fight homophobia at the Education Ministry pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
7. The creation of the agenda to fight homophobia at the Education Ministry Launching of a federal program called “Brazil Without Homophobia” The publication of a UNESCO report entitled “Youth and Sexualities” The creation of the “Secretariat for Continuous Education, Literacy, and Diversity” in the Education Ministry
8. Brazil Without Homophobia The Right to Education: Promoting Values of Respect for Peace and Non- Discrimination on the grounds of Sexual Orientation To encourage and provide support for initial and ongoing training courses for teachers in the field of sexuality; To assemble multidisciplinary teams for assessing didactic bibliographical material, in order to eliminate discriminatory aspects, with the overall purpose of suppressing homophobia; To encourage the production of educational material (films, videos and publications) about sexual orientation and the need to overcome homophobia; The support and encourage the production and dissemination of specific materials for teacher training; To give ample publicity to scientific information about human sexuality; To encourage research and dissemination of knowledge that can contribute to combating violence and discrimination against GLTB; To set up the Subcommittee on Education in Human Rights within the Education Ministry with the participation of the homosexual movement, ensuring that it is in a position to track and evaluate the guidelines suggested.
9. Youth and Sexualities 16,6% Castro; Abramovay; Silva, 2004 Of students think homosexuality is a disease 48% Of parents would not like their sons to have a homosexual colleague. 6% Of teachers would not like to have a homosexual student
10. Secretariat for Continuous Education, Literacy, and DiversitySECAD FernandaBenevutti – National LGBT Association | President LuísInácio “Lula da Silva | First Lady “Dona Mariza”
11. What kind of policies have been implemented? pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
12. What kind of policies have been implemented? Teacher training The organization of Seminars and Events The creation of Contests and Awards The publication of didactic material (teaching resources)
13. Next Friday, the 7th,, is the deadline for applications for the course “Educating for Diversity”, which deals with the areas of the Secretariat for Continuous Education, Literacy, and Diversity. […] The goal is to teach a thousand students in areas such as youth and adult education, indigenous education, the environment, rural education, ethnic and racial diversity, gender orientations [sic] and the question of sexuality. […] [The course] will be monitored by six area coordinators of 50 facilitators, who will be present at the physical attendance meetings. Each facilitator will accompany 20 students. The course will last 240 hours over three months… ‘The course will be assessed internally by SECAD, and externally by professors at the University of Brasília” [citing a SECAD official]. […] ‘The student [i.e. the teachers taking the course] is evaluated from the beginning until the end [of the course].
14. Unfortunately the area of Education in our country turned differences and inequalities into false and perverse synonym. Differences were translated as inequalities, and, because of that, the country, the society and schools were made intolerant. If we want to break with this intolerance, it is vital for us to end this synonym; and to understand that difference is not inequality. And in order to end the inequalities in this country we have to valorize difference. And valorizing differences means making the question of diversities (ethno-racial, cultural, environmental, regional and specifically of gender and sexual orientation) central to Education.
15. The second edition of the Gender Equality Award shows that the inequalities between men and women are also a concern for our youth. […] In the presentation of Awards, the high point was those given to texts developed by primary and secondary students to offer solutions to everyday conflicts, such as sexual prejudice and prostitution […] ‘Through the competition I was able to speak to many people, generating reflections on the issue. When you start thinking that something is wrong, you try to find ways to change what is happening’ [primary student who received an award].
16. The Almanac represents [a] collective search in two directions: peace in diversity and diversity in peace. […] To guarantee a change in the education system, we have to guarantee equality on the basis of diversity. Democratizing education is synonymous with quality and equality.
17. Actors and tensions pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
18. Actors and tensions Officials working at SECAD “Experts” Universities; NGOs Actors who play a role legitimizing the policies to fight homophobia Celebrities Top government officials Etcetera
19. I accompanied three rounds of projects of Brazil without Homophobia in the area of continuing education for school teachers in Porto Alegre. The courses were offered by an NGO for Free Sexual Orientation in our state. […]. As I saw it, the teachers who took the course were already linked to social movements or unions. Those courses, in other words, were preaching to the converted.
20. About the content of the courses. “The topics and modules also were reviewed and edited by CLAM”. “The content was re-worked by new specialists, very nice and highly recommended people that worked in editing the content. A process like this should be open to criticism, should not become something crystallized”. [The scholar] then talked about the editing that was done to the content. “The basic perspective of the course is centered on human rights and the Social Sciences. And each time we affirmed this we did it fully aware of what we were doing. We did that basically to confront a biological perspective, which is also organicist and physicalist. “Authors too centered on the content, specialists, worked in a first manuscript of the book. The aim was to privilege important concepts like gender, sexual orientation, race, and ethnicity. Also, to address historic transformations like the women’s revolution. Also a particular paradigm: Which social reality are we dealing with? We also included the importance of social movements. If not for social movements, we would not be here today. Lastly, we included the need to get closer to the reality in schools”.
21. “We amended some basic principles, that we spoke about [to the student-teachers] in our present meetings. 1- the gender, sexual orientation, race and ethnic differences must be respected, valorized, and cannot be used as the basis for exclusion and discrimination; 2- to maintain a non essentialist perspective, to develop a critical posture to naturalization or biologization sexual differences; 3- there is a process of inferiorization of woman and the feminine and this reflects on homosexuals; 4- to stress that sexism and homophobia are raise as interconnected; 5- There is a connection between racist discourses and sexist and homophobic discourses; 6- the debate is open and evolve delicate moral questions. The course is not intended to advertize truths, but to provide the comprehension of ethical implications and, from that, to build one’ own opinion”.
22. Conclusion pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
24. References pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
25. References Dehesa, Rafael de la. "Global Communities and Hybrid Cultures: Early Gay and Lesbian Electoral Activism in Brazil and Mexico." Latin American Research ReviewFeb 42.1 (2007). Fernandes, Felipe B. M., Miriam P. Grossi, and Joana M. Pedro. Homofobia como uma categoria teórica no Brasil (2008): notas preliminares sobre a produção de trabalhos de conclusão de curso, dissertações e teses a partir de pesquisa na plataforma lattes. Proc. ofSeminário Corpo, Gênero e Sexualidade, FURG/RS, Rio Grande. Vol. 1. Rio Grande: UFRGS/FURG/UFSM, 2009. 1-10. Mott, Luiz. Assassinatos de Homossexuais do Brasil– 2004. Rep. Salvador: Grupo Gay da Bahia - GGB, 2004. DIREITOS HUMANOS - PARA TODOS E TODAS! Web. 11 Jan. 2010. <http://www.ggb.org.br/direitos.html>. Ong, Aiwa. Neoliberalism as Exception: mutations in citizenship and sovereignty. DurhamandLondon: Duke UP, 2006. Orter, Sherry. "Poder e Projetos: reflexões sobre agência." Conferências e Diálogos: Saberes e Práticas Antropológicas. Blumenau: Editora Nova Letra, 2006. 45-80.
26. Acknowledgements pptPlex Section Divider The slides after this divider will be grouped into a section and given the label you type above. Feel free to move this slide to any position in the deck.
28. Acknowledgements Supervisors: Prof. Miriam Pillar Grossi; Prof. Joana Maria Pedro; Prof. Rafael de la Dehesa Brazilian Government (PDEE/CAPES) CUNY and the Center for Lesbian and Gay Studies Friends and colleagues in New York ÉvertonLuís Pereira