B.ED NOTES PLURALISTIC SOCIETY MARGINALIZATION

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.