What Is Marginalization
What Is Marginalization
What Is Marginalization
BACHELOR OF EDUCATION
2018-2019
Semester-II
Topic-Marginalization
A social class is a set of subjectively defined concepts in the social sciences centered on models
of social stratification in which people are grouped into a set of hierarchical social
categories,[1] the most common being the upper, middle and lowerclasses. In common parlance,
the term "social class" is usually synonymous with "socio-economic class", defined as "people
having the same social, economic, cultural, political or educational status", e.g., "the working
class"; "an emerging professional class".
In developing countries like India, civil societies have assumed much significant role for the
social development of the marginalized people. The marginalized community looks upon the
civil society with expectation as state's development initiatives have failed to percolate to the
bottom strata of the society. In the contemporary development scenario, the concept of
empowerment of the marginalized has got a special focus and civil society initiatives have been
given special emphasis. As the role of civil society has acquired a role for the social
development, it has developed relationship with marginalized community.
Even in schools, authorities have tried their best to provide equal education to each and every
student.
Inclusive education strives to address the learning needs of children with special needs, with a
particular focus on those who are subject to being isolated and excluded. The philosophy behind
inclusive education is to promote opportunities for all children to participate, learn and have
equal treatment, irrespective of their mental or physical abilities. While the awareness on
inclusive education in schools throughout the country is still at an infancy stage, educational
institutions are somewhat skeptical about having both normal and special children studying in
the same classroom. And in circumstances, where a former excluded child is given admission
into a mainstream classroom, the outcome of the action is questionable.
Some provisions and schemes for education of the marginalized groups which were
recommended by committees and commissions are as follows:
1. Eklavya model residential schools( EMRS): Thy provide quality middle and high level
education and to ST students in remote areas, to enable them to avail of reservation in
high end professional courses and have access to best opportunities in education at par
with non ST population.
2. Hostel facilities, educational loans , mid day meals, reservations and scholarships
3. Residential schools for teachers from ST community.
4. Sensitisation program for non ST teachers.
5. Financial assistance to NGOs providing vocational training where 90% expenditure is
reimbursed by government.
6. Scheme under National backward classes finance and development corporation to
upgrade entrepreneurial and technological skills of OBC.
7. Reimbursement of fees for SC/ST students
8. National backward classes finance and development corporation under ministry of Social
justice and empowerment, educational loan for those living below double poverty line.
9. Shilp Sampadad Scheme for upgrading technical and entrepreneurial skills give loans to
artisans
10. 3600 Kasturba Gandhi Balika Vidyalayas are residential schools for upper primary girls
from SC,ST , OBC communities are set up where schools are far from habitation.
INTERVIEW OF STUDENT
I talked to a student studying in a government school near my house. He belonged to lower caste,
wherein his father is a rickshaw puller and his mother is a servant in households nearby. There he
shared his feelings about the way his teachers and peers treat him on the basis of his caste.
School environment
The environment of the school was secular. There was no discrimination among students on the
basis of gender, caste and religion but sometimes unwillingly teachers behave in a particular way
that leads to discrimination. Students embrace their environment when they believe that the adults in
the school care about their learning and about them as individuals. Students are more likely to succeed
when they feel a connection to school.
CONCLUSION
Marginalization in education is an insidious problem that causes very few people to stand up and
take notice. The victims of this bias have been trained through years of schooling to be silent and
passive, and are therefore unwilling to stand up and make noise about the unfair treatment they
are receiving. Sometimes, teachers are generally unaware of their own biased teaching behaviors
because they are simply teaching how they were taught and the subtle caste, religion, gender
inequities found in teaching materials are often overlooked. Girls and boys today are receiving
separate and unequal educations due to the gender socialization that takes place in our schools
and due to the sexist hidden curriculum students are faced with every day. Unless teachers are
made aware of the biased messages they are unintentionally imparting to students every day, and
until teachers are provided with the methods and resources necessary to eliminate caste, religion
and gender-bias in their classrooms, victims will continue to receive an inequitable education.
Until educational sexism is eradicated, more than half our children will be short changed and
their gifts lost to society.