Socio-Cultural, Linguistic, Economic, Gender and Disability factors and Diversity and collective Responsibility of Education

1. UNDERSTANDING DIVERSITIES: SOCIO-
CULTURAL, LINGUISTIC, ECONOMIC,
GENDER AND DISABILITY
Dr. Jagannath K. Dange
Associate Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com

6. EDUCATION IS A COLLECTIVE RESPONSIBILITY
‘Achieving quality education is a responsibility for all major
stakeholders in education. For instance, government cannot be blamed
for poor performance of pupils in schools. Teachers, head teachers,
education supervisors, pupils and parents should be able to ensure that
kids are in school and learning for an enhanced performance.’

10. PRIMARY AND SECONDARY EDUCATION
■ In 2015, there were 264 million primary and secondary
age children and youth out of school.
■ In 2010–2015, completion rates were 83% for primary,
69% for lower secondary and 45% for upper secondary
education.
■ About 387 million children of primary school age, or
56%, did not reach the minimum proficiency level in
reading.
■ Less than one in five countries guarantee 12 years of free
and compulsory education.
GLOBAL EDUCATION MONITORING
REPORT-2018 (UNESCO)

11. EQUITY
The Global averages mark gaps: only 66% of countries
have achieved gender parity(equivalence) in primary
education, 45% in lower secondary and 25% in upper
secondary.
There tend to be more female than male teachers but far
fewer women than men become school leaders.
Only 6% of lower secondary head teachers are female in
Japan.
In 42 of 86 countries, there is explicit reference to
inclusive education in constitutions, laws and policies,
although interpretations of the term differ.

15. 1. Linguistic Diversity;
There are many languages (4000) that are used in social
communication, which are often hybrids of other
languages.
2. Socio-Cultural Diversity
It includes the various social structures, belief systems,
rituals, ways of living and strategies the cultures adhere
to, for adapting to life situations in various parts of the
world.
The phrase “cultural diversity” is also sometimes used
to mean the variety of human societies or cultures in a
specific region, or in the world.

16. The complex demographic profile left in our society by the
distinctly different looking Aryans, Asians and Dravidians has
been the fore runner of our socio-cultural diversity in many
ways., religion, in many forms, is the basis of our cultural
context.
This is enmeshed with every aspect of life and culture in
India and is a prime factor that contributes to our diversity.
In fact, every region within a state of India has its own
identity. The types of festivals, the ways of celebration of
these, It is this richness and uniqueness of the cultural
heritage of the different regions of each state that contribute to
our cultural diversity.

17. Economic Diversity
The varied levels of social classes and the gap between these
have been increasingly contributing to diversity in our society.
the money power related to caste and class gave rise to
economic differences and added yet another dimension to our
diversity.
Gender Diversity
Gender diversity refers to the difference in the societal
outlook to people around vis a vis their sex. Right from
ancient times, a female has been considered as the weaker
of the two.
A female, as a child, is to be protected by her Father, as a
wife, by her husband and as an old mother, by her son.

18. Ability, Disability and Diversity
Diversity in any social group has yet another dimension of
disabilities and capabilities.
Disability is a diversity classification that transcends all
other indices like class, caste, race, religion and language.
WHO definition: Disability is an umbrella term, covering
impairment, activity limitations, and participation
restrictions.
We also know that all of us who have no disabilities at a point
in time are temporarily able bodied. Anyone can end up with
disability anytime, especially physical disabilities. Many of the
persons with disability have been so from birth and others have
acquired it through their years owing to numerous factors.

19. CONCEPT OF SOCIAL EXCLUSION AND INCLUSION
Social exclusion or social marginalization affected individuals or
communities are prevented from participating fully in the economic,
social, and political life of the society in which they live.
The disabled population that consists almost 10% of the world’s
population.
The societal systems fail to provide facilities for early detection,
identification and intervention to infants and young children; this
results in secondary disabling conditions which further limit their
capacity to benefit from educational opportunities.
Denial of education to children and youth with disabilities
results in their alienation from access to vocational training,
employment and income generation.

20. Social Inclusion
At the core of most definitions of social inclusion lies
the concept of full participation in all aspects of life,
while exclusion refers to the conditions that hamper
inclusion.
Social inclusion refers to a process by which efforts are
made to ensure equal opportunities for all, regardless of
their background, be it money, class, ethnicity, gender, race
or whatever the index of diversity be, to enable full and
active participation in all aspects of life, including civic,
social, economic, and political activities, as well as
participation in decision-making processes.

21. Disability and Exclusion
Population ageing and the global increase in chronic
health conditions.
People with disabilities have poorer health outcomes,
lower education achievements, less economic participation
and higher rates of poverty than people without disabilities.
The socio-cultural influences can be of different
nature- psychological, emotional, biological, moral and so
on.
It is very necessary to provide a healthy environment for
the child to develop adequately in his or her society.

22. Different Socio-cultural factors:
i. Family environment: Family is viewed as a complex set of
interacting relationships. And this system depends on bi-directional
influences.
Children coming from broken families often have hidden emotional
issues which can be manifested in their learning difficulties.
a. Socioeconomic status: SES is an index that combines years of
education, prestige and skill required by one’s job and income.
SES has an important role in the developing the child’s values, self-
direction, confidence, self-esteem and socialization which in long
run affects the child’s learning.
b. Family structure: Nuclear and extended family set-up has
different kinds of childrearing practices and value systems.

23. c. Child rearing practices: Different parenting styles-authoritative,
authoritarian, permissive and uninvolved parenting- all have their own
effect on the child. Where authoritative(Repsected) parenting
encourages the child to express his thoughts, feelings and desires; the
children with authoritarian(Strict) parents are more submissive and
anxious in nature.
d. Vulnerable families: Child maltreatment in the family is not new
but its immense effects have recently been recognized. Physical abuse,
sexual abuse, physical neglect, emotional neglect and psychological
abuse
e. Children of parents with Psychiatric Disorders/AIDS etc.:
Stigma associated with the psychiatric disorders, AIDS, cancer etc. often
leaves the family isolated from the society.

24. ii. Personal Factors:
a. Physical & Mental Health: A healthy and happy child can
participate in various activities which shapes his social
development, personality, self-esteem and confidence. These all
have an effect on his learning.
b. Temperament of the child: An easy to warm up child is
curious, can take criticisms and failure adequately, is social,
joyful and can cope with the stress.
But if the child is of Type A personality, then he might be
impatient, angry, impulsive, competitive and may experience
stress more often.

25. Type A and Type B Personality Theory: This theory is quite
well-known both in the medical community and pop culture. It was
formulated by two cardiologists, Meyer Friedman and R. H.
Rosenman, during the 1950s based on a research which was done to
determine how different types of personalities can increase the risk
of coronary disease.

26. c. Emotional issues: Children often have difficulty in
understanding, regulating and expressing their emotions in
adequate way. Children’s emotional issues can also be manifested
in sudden drop in their academic performances, inattention,
irritability or oppositional tendencies. Family conflict, physical
and sexual abuse, teasing, bullying should always be kept in
mind if such kind of behavioural manifestations are seen.
d. Age: Age also plays as an important factor in the child’s style
of learning. The transition from early childhood to
adolescence is very critical and education should also be
modified accordingly.

27. iii. Social Factors:
a. Cultural Values: Different cultures have their own sets of values
which influence the child’s sense of self and coping strategies.
b. Prejudices: gender, different ethnic groups or even towards certain
physical characteristics can come as a hindrance for the children to
learn adequately. Body dysmorphic disorder is a mental health disorder in
which you can't stop thinking about one or more perceived defects. Anorexia
nervosa is an eating disorder that can result in severe weight loss.etc.
The values of each culture affect the way a student from a culture
learns.
Teachers should also individually assess students to find out what
ways he or she learns best. By knowing the ways students learn best, a
teacher can effectively plan lessons to promote optimal learning for
all students in the classroom.

28. Children from diverse socio economic and cultural back grounds
besides children with disabilities are now in regular schools.
A typical classroom of a school now will have children from
diverse cultures, socio economic background and with human
diversities or disabilities.
Henceforth it becomes imperative for the teacher to understand
the classroom both as an academic and social context, as it
provides a setting for interaction dialogue and the opportunity to
appreciate the diversity which contributes towards equal
opportunities and development of an eco-system for inclusive
education.
Inclusive education caters to all children from the disadvantaged
social groups, linguistic minority gender gifted and talented.
Teachers are urged to adapt, adjust, change, and modify their curriculum, their
instructional practices, and their assessments to accommodate each student’s distinctive
individuality fairly and equitably

30. The following eight principles have great significance for the teacher to develop an
inclusive teaching learning environment.
1. Respecting learners with different abilities and value, diverse talents,
different ways of learning and their socio background and personal
histories
2. Recognizing and responding to the specific need or additional
challenges of learning and makes necessary provision.
3. Creating learning friendly environment which facilitates learning
for ALL children including children with disabilities.
4. Using of flexible and multiple learning approach based on the
child’s learning pace and style.
5. Use of universal design principles to create accessible classes.
6. Use of technology for meeting the specific needs of children with
disabilities e.g ICT, aids and appliances and communication technology.
7. Reducing barriers within learning environments.
8. High expectations for all learners including children with disabilities.

31. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com