Learners

in Other
Marginalized
Groups
OBJECTIVES:
At the end of this lesson students are able to:
understand what marginalization means
differentiate the learners in other marginalized
groups
determine the concepts of marginalization in
education
identify the struggles of marginalized groups
MARGINALIZATION IN EDUCATION
The United Nations Development Programme defines marginalization
as "the state of being considered unimportant, undesirable,
unworthy, insignificant, and different." This results in inequity,
unfairness, deprivation, and a lack of access to mainstream power.

Origins of the Theory of Marginalization

The theory of marginalization finds its roots in the "theory of the
marginal man," which initially examined the unique personality traits
that emerge when an individual occupies a marginal position between
two social environments that aren't entirely compatible.
The Analysis of the Marginal Man: Robert Park and Everett B. Stonequist's
analysis of the "marginal man" focuses on an individual who is born and
raised in one culture but immersed in a different prevailing culture, often
due to factors like schooling, inter-cultural marriage, emigration, or other
reasons.
The "marginal man" is described as a "cultural hybrid" who shares
intimately in the lives of two distinct peoples, refusing to sever ties with
their past and yet not fully accepted by the outside world.
A "crisis experience" becomes a personal concern when the individual is
rejected.
Marginalization in education starts before children even enter school and
persists into adulthood. It arises from culturally ingrained values, beliefs,
standards, norms, and other factors that determine one's acceptability
within a particular social context.
Role of Education
UNESCO's 2010 global monitoring report acknowledges that education is
crucial in combating inequality and illiteracy, but it can also perpetuate
prejudice and marginalization.

Lower Educational Attainment

The report indicates that marginalized individuals typically achieve lower
levels of educational attainment.

The Highest Form of Marginalization

The most severe form of marginalization is marked
by a lack of access to education.
Labeling in Education
Messiou (2012) discusses labeling in education, particularly in the context
of learners with special needs. He emphasizes that labeling is not identical
to marginalization.
Interpreting Marginalization
The concept of marginalization is understood differently in various
countries and contexts. In some cases, labeling can have detrimental
effects, while in others, not belonging to a group can result in a lack of
attention or importance.
Progressive Concept: Marginalization is considered a progressive concept
that varies between situations and times, and it can be experienced
differently by individuals.
 Four General Ways of Experiencing Marginalization
Messiou (2003) proposed four general ways in which marginalization can be
experienced by primary school students:

The child feels they are The child is

The child experiences The child is in situations
experiencing experiencing
marginalization that appear marginalized
marginalization while marginalization but
recognized by almost but does not feel it or
others do not recognize does not admit it.
everyone, including does not view it as
it. marginalization.
themselves.

Messiou (2012) suggests that understanding these perspectives can help

examine processes, systems, and occurrences in schools and raise awareness
about marginalization. It is essential for adults in education to be aware of and
address this issue.
MARGINALIZATION AND INCLUSION
MARGINALIZATION - is the act of placing a person why staying in a
position of lesser importance or power.

INCLUSION - is the process or policy of providing equal access to

opportunities and resources for people who might be excluded or
marginalized.

Messiou (2012) emphasizes the importance of young

people's "voice" in promoting inclusive education. "Voice"
involves listening and paying attention to what young
people say and do not say, considering their words,
emotions, and behavior, and providing opportunities for
them to fully participate and collaborate with adults in
education.
 Four-Step Cyclical Process

Step 1: Opening Doors (Enabling ·Step 2: Looking Closely (Bringing

voices to be Heard) - Allowing Concerns to the Surface) -
students to express concerns and Examining data to identify
experiences related to students experiencing
marginalization or concerns
marginalization.
leading to it.

Step 3: Making Sense of the

Step 4: Dealing with
Evidence (Sharing Data with
Marginalization (Encouraging
Learners) - focuses on addressing
Inclusive Thinking) Collaboration
the concerns related to
between the adults and students
marginalization identified in
in this phase is very significant
previous stages of the process.
 DIFFERENT LEARNERS
IN MARGINALIZED GROUP
A. CHILD LABORER/DOMESTIC WORKER
Child labor is described as work that deprives children of their
childhood, potential, and dignity, harming their physical and
mental development. Poverty, lack of education, and
insufficient access to schools are primary drivers of child labor.

·The International Labor Organization (ILO) defines a child as an

individual under the age of 18, and it has reported a significant
decline in child labor. However, child labor remains a global issue,
with an estimated 152 million children engaged in child labor
worldwide.
·A large portion of child laborers, approximately 73 million
children, are involved in hazardous work that endangers their
health, safety, and moral development.

·Child labor is closely associated with educational marginalization.

Many child laborers are unable to access quality education due to
poverty, armed conflicts, and disasters. The physical and
emotional toll of child labor often hampers their ability to perform
well in school.
·The theme of the 2015 World Day Against Child Labor was "No
to Child Labor-Yes to Quality Education," emphasizing the
importance of providing free, mandatory, and high-quality
education to children, especially those engaged in child labor.
·Despite efforts to eradicate
child labor, there is still much
work to be done to achieve
Sustainable Development Goals
8.7, which aims to eliminate
child labor by 2025. This
requires strong policies and
international cooperation to
ensure quality education and
teacher training.
B. INDIGENOUS PEOPLES
·Indigenous people are those who self-identify as part of
indigenous populations and are recognized and accepted
by these populations. This recognition allows these
communities to exercise the sovereign right to determine
their own membership without external interference.

Characteristics of Indigenous Peoples

·Indigenous peoples possess specific characteristics,
which may include being descendants of pre-colonial
inhabitants, having distinct social, economic, and political
systems, languages, cultures, and beliefs, maintaining a
strong connection to ancestral lands and natural
resources, and identifying as non-dominant groups in
society.
Historic Injustices and Sufferings
·The State of the World's Indigenous
Indigenous peoples have suffered Peoples report highlighted various
historic injustices due to challenges faced by indigenous
colonization and dispossession of people, including human rights
their lands, territories, and abuses, marginalization, excessive
resources. These injustices have poverty, inadequate education, poor
hindered their right to development health, unsanitary living conditions,
according to their own needs and malnutrition, unemployment,
interests. unequal employment opportunities,
and expulsion from their lands.

Indigenous languages, value systems, culture,

traditions, and ways of life are continuously
vulnerable to threats of destruction.
Education Challenges for Indigenous People
Indigenous people often lack access to education due to
geographical barriers (distance from schools) and their marginalized
status within their communities.
Cultural Mismatch in Curriculum: The curriculum in schools
accessible to indigenous children is often not adapted to their
culture and language, which can hinder their learning.
Lack of Inclusivity: Indigenous communities are typically excluded
from decision-making processes related to education, such as
curriculum design and teacher selection.
Untrained Teachers: Teachers in these areas are not typically trained
to educate indigenous people. They often do not speak the
indigenous language and struggle to provide culturally relevant
materials and activities.
 ·Negative Stereotypes: Educational materials may perpetuate
stereotypes and provide inaccurate views of indigenous people.
Consequences: These educational challenges result in an "education
gap" with fewer indigenous students enrolling, higher dropout rates,
and lower achievement outcomes compared to non-indigenous
peers. There's also the risk of cultural destruction and loss of
identity.
Importance of Quality Education
Education is considered a fundamental right and a means for self-
improvement. It has the potential to lead to better lives for
indigenous people.
Indigenous Rights to Education: The Declaration of Rights of
Indigenous People recognizes the right of indigenous people to
build and manage their own educational systems, use their
languages, and preserve their cultural diversity.
C. ABUSED CHILDREN
The World Health Oragnization (WHO) defines child maltreatment as
“the abuse and neglect that occurs to children under 18 years of age.
It includes all types of physical and/or emotional ill-treatment, sexual
abuse, neglect, negligence, and commercial or other exploitation, which
results in actual or potential harm to the child’s health, survival,
development, or dignity in the context of a relationship of responsibility,
trust, or power.
It may lead to physical harm or impairments, negatively affect cognitive
functioning and socio-emotional adjustment, weaken the nervous and
immune system, and lead to death.
Impact of Child Maltreatment on Education: Child maltreatment
negatively affects educational outcomes, including school dropout,
absence, academic achievement, and more.
D. Refugees or Displaced Children

According to the most recent statistics from tne UN, there are
21.3 million refugees and 51% are below 18 years of age. This is
the highest record so far since WW2.

The United Nations High Commissioner for Refugees (UNHCR)

defines refugee as “someone who has been forced to flee his or
her country because of persecution, war, or violence.”

An internally displaced person, or IDP, is "someone who has

been forced to flee their home but never cross an international
border.”
The refugees and the internally displaced children have
something in common:

They are not in their homes.

They are not secure.
There is also a big possibility that they could be or are
separated from their family, friends, and community.
They are lonely and feel they are treated unfairly.
They are in a situation that does not allow them to enjoy
freedom of movement and also freedom to go to school.
They are often mixed with people from different cultures and
beliefs.
They live in tents or desolate housing facilities that are boxed
in by barbed wires or fences.
They are in distress, scared, and uncertain about what is going
to happen to them, for how long and what their future is going
to be like.
The declaration of Human Rights and the
Convention of Child's Rights emphasize that
education is the right of every person, every
child. This means that education policies are in
place.

The 2030 United Nations Agenda for

Sustainable Development considers education
as essential to the advancement of
humankind. It is clearly stated that UN
Sustainable Development Goal #4, Ensuring
inclusive and quality education for all and
promoting lifelong learning.
Its specific objectives include:

Ensuring that all girls and boys have access to

quality early childhood development, care,
and pre-primary education so that they are
ready for primary education.
Eliminating gender disparities in education,
And ensuring equal access to all levels of
education
And vocational training for the vulnerable,
including persons with disabilities, indigenous
peoples, and children in vulnerable situations
by 2030.
Hindrances to the quality of education given to these
children:

1. Countries that host them are unable to protect refugee

rights to education simply because they themselves have a
distended system of education and vulnerable government
and economic institutions.
2. Because of the length of time refugees and displaced
children are in resettlement and refugee areas, educational
resources given to them do not allow for quality education-
shifts to accommodate children, over tire the teachers, and
shorten learning time.
3. Language and the lack of materials is also a concern.
4. The children who have been exposed to war and violence
demonstrate signs of psycho-social problems that are not
addressed
 E. Children in conflict Zones

All wars, whether just or anjust, disastrous or victorious, are

wageci against the child." Eglantyne Jebb

In December 2018, Manuel Fontaine, UNICEF Director for

Emergency Programs, said, "Children living in conflict zones
around the world have continued to suffer through extreme
levels of violence over the past 12 months, and the world has
emtimed to fail them.

What are common countries in the world that belongs in conflict

zones?
• Syria to Yemen
• From the Democratic Republic Congo to Nigeria
• South Sudan and Myanmar
What are the experience of conflict to children in
these countries?

•Being used Human shields

•Killed
• maimed
• recruited to fight
• rape
• force marriage
• adduction have become standard in conflicts

The children have rights accorded to them by

lave, by the Convention an Child's Rights, but it is
the utter disrespect and disregard for these
rights that is brought about by the
unresponsiveness of governments and even, at
times, connivance with the perpetrators that is
causing the children harm.
"The UN has identified 6 categories of human rights violations against
children, known as the 6 grave violations. These violations include:

• killing and maiming of chlidren

• abduction of children
• recruitment or use of children as soldiers
• sexual violence against the children
• attacks against schools or hospital
• denial of humanitarian access

The effect on the Children Education:

• enrolment is going down

• a lot of children are dropping out of school
• school conditions are bad
• there are low levels of educational attainment
• and abuse is committed
THANK YOU!