This resource book provides guidelines for parents, teachers, and communities to help marginalized girl children. It defines marginalized groups as those excluded from power and privilege, like women, disabled people, scheduled castes, tribes, elderly, and children. Problems marginalized girl children face include female foeticide, neglect, early marriage, dowry practices, domestic violence, sexual harassment, and gender bias. These issues stem from expectations of domesticity, safety concerns, and lack of infrastructure. The resource book aims to educate others and solve these problems through constitutional provisions, human rights, and helpful activities.
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Resource book for Marginalized girl child
A GUIDE FOR PARENTS, TEACHERS AND
COMMUNITY
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Brief Introduction about Resource Book
A Resource book is a notebook for teachers and students with concepts, frameworks and
examples to critically analyze texts with language and image components. It contains wide
variety of different text types and genres. Also contain sample texts and exercises to facilitate
understanding of how images and words work together to create meaning. A Resource Book is a
collection of a broad range of introductory materials about the site. A Resource Book also
provides a concise summary of site activities to date.
Content
This Resource book is for marginalized girl child contains target group, definition and meaning,
groups part of it, reasons, problems, solutions, constitutional provisions, human rights related to
target group, guidelines for parents, teachers, community, activities helpful for target group,
useful movies and links. The Resource book is a guide for Parents, Teachers and Community. It
helps them to understand the position of marginalized girl child and give idea how to treat them.
They can use it for knowing the problems related to educational, emotional, and social life of
marginalized girl child. All these problems are becoming barrier to achieve their aims and to get
success.
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Table of content
S.NO. TOPIC PAGE
NO.
REMARKS
1. MARGINALIZED GIRL CHILD
a) Definition and Meaning
b) Groups part of it
c) Reasons
d) Problems
e) Solutions
f) Constitutional Provisions
g) Human Rights related to group
4-13
2. GUIDELINES FOR PARENTS 14-16
3. GUIDELINES FOR TEACHERS 17
4. GUIDELINES FOR COMMUNITY 18
5. ACTIVITIES HELPFUL FOR
TARGET GROUP
19-20
6. USEFUL MOVIES 21-22
7. USEFUL RESOURCES 23
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MARGINALIZED GIRL CHILD
a) Definition and Meaning
The term ‘marginalization’ describes the overt actions or tendencies of human societies, where
people who they perceive to undesirable or without useful function, are excluded, i.e.
marginalized. These people, who are marginalized, from a GROUP or COMMUNITY for their
protection and integration and are known as ‘marginalized groups’. This limits their
opportunities and means for survival. Peter Leonard defines marginality as, “. . . being outside
the mainstream of productive activity and/or social reproductive activity”. The process whereby
something or someone is pushed to the edge of a group and accorded lesser importance. This is
predominantly a social phenomenon by which a minority or sub-group is excluded, and their
needs or desires ignored.
The Encyclopedia of Public Health defines marginalized groups as, ‘To be marginalized is to be
placed in the margins, and thus excluded from the privilege and power found at the center”. Latin
observes that, “‘Marginality’ is so thoroughly demeaning, for economic well-being, for human
dignity, as well as for physical security. Marginal groups can always be identified by members of
dominant society, and will face irrevocable discrimination.” These definitions are mentioned in
different contexts, and show that marginalization is a slippery and multilayered concept.
Marginalization has aspects in sociological, economic, and political debates. Marginalization
may manifest itself in forms varying from genocide/ethnic-cleansing and other xenophobic
acts/activities at one end of the spectrum, to more basic economic and social hardships at the
unitary (individual/family) level. Of course, the forms of marginalization may vary—generally
linked to the level of development of society; culturally, and as (if not more) importantly, with
relation to economics. For example, it would generally be true, that there would exist more
“marginalized” groups in the Third World”, and developing nations, that in the Developed/First-
World nations. Indeed, there can be a distinction made, on the basis of the “choice” that one has
within this context—those in the Third World who live under impoverished conditions, through
no choice of their own (being far removed from the protectionism that exists for people in the
First World,) are often left to die due to hunger, disease, and war. One can also add to this
various minorities, as well as women… Within the First World, low-income drug addicts stand
out as being the most marginalized. This deliberate or chosen marginalization of people carries
with it aspects of a so called “Social Darwinism”.
b) Groups Part of It
Most vulnerable marginalized groups in almost every society can be summarized as below:
1. Women –
Under different economic conditions, and under the influence of specific historical, cultural,
legal and religious factors, marginalization is one of the manifestations of gender inequality. In
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other words, women may be excluded from certain jobs and occupations, incorporated into
certain others, and marginalized in others. In general they are always marginalized relative to
men, in every country and culture. Women (or, men) don’t present a homogeneous category
where members have common interests, abilities, or practices. Women belonging to lower
classes, lower castes, illiterate, and the poorest region have different levels of marginalization
than their better off counterparts.
2. People with disabilities –
People with disabilities have had to battle against centuries of biased assumptions, harmful
stereotypes, and irrational fears. The stigmatization of disability resulted in the social and
economic marginalization of generations with disabilities, and, like many other oppressed
minorities, this has left people with disabilities in a severe state of impoverishment for centuries.
The proportion of disabled population in India is about 21.9 million. The percentage of disabled
population to the total population is about 2.13 per cent. There are interstate and interregional
differences in the disabled population. The disabled face various types of barriers while seeking
access to health and health services. Among those who are disabled women, children and aged
are more vulnerable and need attention.
3. Schedule Castes (Dalits) –
The caste system is a strict hierarchical social system based on underlying notions of purity and
pollution. Brahmins are on the top of the hierarchy and Shudras or Dalits constitute the bottom of
the hierarchy. The marginalization of Dalits influences all spheres of their life, violating basic
human rights such as civil, political, social, economic and cultural rights. A major proportion
ofthe lower castes and Dalits are still dependent on others for their livelihood. Dalits does not
refer to a caste, but suggests a group who are in a state of oppression, social disability and who
are helpless and poor. Literacy rates among Dalits are very low. They have meager purchasing
power and have poor housing conditions as well as have low access to resources and
entitlements. Structural discrimination against these groups takes place in the form of physical,
psychological, emotional and cultural abuse which receives legitimacy from the social structure
and the social system. Physical segregation of their settlements is common in the villages forcing
them to live in the most unhygienic and inhabitable conditions. All these factors affect their
health status, access to healthcare and quality of life. There are high rates of malnutrition
reported among the marginalized groups resulting in mortality, morbidity and anemia. Access to
and utilization of healthcare among the marginalized groups is influenced by their socio-
economic status within the society. Caste based marginalization is one of the most serious human
rights issues in the world today, adversely affecting more than 260 million people mostly reside
in India. Caste-based discrimination entails social and economic exclusion, segregation in
housing, denial and restrictions of access to public and private services and employment, and
enforcement of certain types of jobs on Dalits, resulting in a system of modern day slavery or
bonded labour. However, in recent years due to affirmative action and legal protection, the
intensity of caste based marginalization is reducing.
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4. Scheduled Tribes–
The Scheduled Tribes like the Scheduled Castes face structural discrimination within the Indian
society. Unlike the Scheduled Castes, the Scheduled Tribes are a product of marginalization
based on ethnicity. In India, the Scheduled Tribes population is around 84.3 million and is
considered to be socially and economically disadvantaged. Their percentages in the population
and numbers however vary from State to State. They are mainly landless with little control over
resources such as land, forest and water. They constitute a large proportion of agricultural
laborers, casual laborers, plantation laborers, industrial laborers etc. This has resulted in poverty
among them, low levels of education, poor health and reduced access to healthcare services.
They belong to the poorest strata of the society and have severe health problems.
5. Elderly or aged People –
Ageing is an inevitable and inexorable process in life. In India, the population of the elderly is
growing rapidly and is emerging as a serious area of concern for the government and the policy
planners. According to data on the age of India’s population, in Census 2001, there are a little
over 76.6 million people above 60 years, constituting 7.2 per cent of the population. The number
of people over 60 years in 1991 was 6.8 per cent of the country’s population. The vulnerability
among the elderly is not only due to an increased incidence of illness and disability, but also due
to their economic dependency upon their spouses, children and other younger family members.
According to the 2001 census, 33.1 per cent of the elderly in India live without their spouses.
The widowers among older men form 14.9 per cent as against 50.1 per cent widows among
elderly women. Among the elderly (80 years and above), 71.1 per cent of women were widows
while widowers formed only 28.9 per cent of men. Lack of economic dependence has an impact
on their access to food, clothing and healthcare. Among the basic needs of the elderly, medicine
features as the highest unmet need. Healthcare of the elderly is a major concern for the society as
ageing is often accompanied by multiple illnesses and physical ailments.
6. Children –
Children Mortality and morbidity among children are caused and compounded by poverty, their
sex and caste position in society. All these have consequences on their nutrition intake, access to
healthcare, environment and education. Poverty has a direct impact on the mortality and
morbidity among children. In India, a girl child faces discrimination and differential access to
nutritious food and gender based violence is evident from the falling sex ratio and the use of
technologies to eliminate the girl child. The manifestations of these violations are various,
ranging from child labor, child trafficking, to commercial sexual exploitation and many other
forms of violence and abuse. With an estimated 12.6 million children engaged in hazardous
occupations (2001 Census), for instance, India has the largest number of child laborers under the
age of 14 in the world. Among children, there are some groups like street children and children
of sex workers who face additional forms of discrimination. A large number of children are
reportedly trafficked to the neighboring countries. Trafficking of children also continues to be a
serious problem in India. While systematic data and information on child protection issues are
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still not always available, evidence suggests that children in need of special protection belong to
communities suffering disadvantage and social exclusion such as scheduled casts and tribes, and
the poor (UNICEF, India).
7. Sexual Minorities –
Another group that faces stigma and discrimination are the sexual minorities. Those identified as
gay, lesbian, transgender, bisexual, kothi and hijra; experience various forms of discrimination
within the society and the health system. Due to the dominance of heteronomous sexual relations
as the only form of normal acceptable relations within the society, individuals who are identified
as having same-sex sexual preferences are ridiculed and ostracized by their own family and are
left with very limited support structures and networks of community that provide them
conditions of care and support. Their needs and concerns are excluded from the various health
policies and programs.
c) Reasons
1. Expectations of Domesticity
To start with, girls are expected to contribute to the household far younger than boys are – the
implicit understanding being that a girl is being trained for a role as a wife, mother and daughter-
in-law, whereas boys are being trained for an occupation. Girls get married younger than boys do
– a Harvard School of Public Health survey conducted studies in Gujarat looking into rates of
child marriage, and found that of girls aged 14-17, 37% were engaged and 12% married. On the
other hand, for boys in the same age range, only 27% were engages and 3% married. The same
study found strong correlation between marital status and school attendance rates (in which
marries children were over twice as likely to not attend school than single children) but also
marriage proved to be worse for the educational prospects of girls than boys.
Besides, families often think that the cost of education, both monetary and psychological is
wasted on a girl because of her decreased earning potential and this selfsame expectation of
domesticity. The economic benefit thereof is not immediately apparent to most
families. Overall, the expectation of the girl child’s participation in family life seems to be a
hindrance in her participation in schooling.
2. Safety
Safety of girls travelling alone is a major concern for Indians – the prevalent discourse
surrounding recent events has brought to the forefront a longstanding problem. We also see a
fear that educating girls causes excessive independence, and this is seemingly manifested in the
attitude that parents take to a girl’s education.
In a recent article, the Guardian told the story of a girl in Delhi who was being taunted by boys
on the way to school. She was afraid to tell her parents, for she thought that they would prevent
her from attending school if she did. She was right – her family was, in the words of the author,
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‘worried about the effect on their “honor” if she was sexually assaulted.’ These stories are not
isolated; rather, this is an endemic and very gendered problem in economically disadvantaged
India, be it rural or urban.
3. Infrastructure Barriers
The Right to Education bill has set forth some norms and standards in this regard – it codifies
expectations and requirements of norms and standards relating inter alia to pupil-teacher ratios
buildings and infrastructure, school-working days, teacher-working hours. Therefore we do see
legislators are at the very least, considering this area of concern further. It is also one of the
easier aspects to tackle, as it falls within the purview of Education Departments in the Centre and
in States. However, it is commonly perceived that girls suffer for various reasons from the lack
of infrastructure much worse than boys do—for instance, as of 2012 40% of all government
schools lacked a functioning common toilet, and another 40% lacked a separate toilet for girls.
This in fact creates even more reluctance to allow for girls to be educated.
Although including girls in the scheme of Indian universalized education, these causes seems to
make one thing clear – the causes are ingrained in systems that are larger than education. While
temporary solutions are rampant and popular, it will take attention on the long-term scale to
ensure that girls across India are able to freely, safely, and consistently attend school and access
an education.
d) Problems
1. Female Foeticides – While the Goddess is welcomed with open arms, our doors are shut tight
for the girl child.
i) The murdering of an unborn girl child is termed as female foeticides which is a common
scenario in almost all the villages.
ii) For the want of a male child, an unborn girl is brutally killed even before she gets a chance to
see the world.
iii) Our present sex ratio : 923 females per 1000 males.
2. Neglect during childhood –
i) Disparity in education.
ii) Inadequate nutrition.
iii) Lack of love and affection.
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iv) From infancy till the age of 15 the death rate for female child far exceeds the mortality rate
for male child.
3. Early Marriage –
i) Getting married before attaining full mental and physical maturity.
ii) Maternal mortality.
iii) In rural India almost 70 per cent of girls are married before they are 18. Nearly 56 per cent of
married girls bear children before they are 19.
4. Dowry – It is defined as the property, which a man receives from his wife or her family at the
time of his marriage.
The amount of dowry is regulated by like boy’s service and salary, social and economic status of
the girl’s father, the social prestige of the boy’s family, educational qualifications of the girl and
the boy, girl’s working and her salary, girl’s and boys beauty features, future prospects of
economic security, size and composition of girl’s and boy’s family etc.
5. Atrocities on Women –
i) Domestic violence
ii) Mistreatment
iii) Women trafficking
iv) Eve teasing
6. Sexual harassment- In every ten rape case, six are of minor girls. In every seven minute a
crime is committed against women. Every 26 minutes a woman is molested. Every 34 minutes a
rape take place. Every 42 minutes a sexual harassment incident occurs. Every 43 minutes a
woman is kidnapped. And every 93 minutes a woman is burnt to death over dowry. One- quarter
of the reported rape victims are under the age of 16 but the vast majority are never reported due
to fear of social stigma.
7. Gender Bias –
i) Status of Widows, Divorcees.
ii) Equal pay for equal work.
iii) Property rights.
iv) Overworked.
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e) Solutions
[1] People should stop discrimination between a boy and a girl.
[2] Girls should also be allowed to have their education and proper knowledge.
[3] Awareness must be created and for these people with the help of media.
[4] Last, but not the least, parents should change the thoughts of dowry from their mind and
children should stand against their family for doing this.
[5] Provide women with access to legal representation and opportunities to pursue justice
against perpetrators of violence through the formal legal system
[6] Promote gender equality in schools and widen access to education for girls. It has been
proven time and time again that girls enrolled in school are less likely to be married early
and become pregnant. If that weren’t reason enough, girls that obtain higher levels of
education are more likely to find employment and become empowered as a result of their
financial contributions to the family and community
[7] End forced early marriage and premature pregnancy, the leading cause of death of girls
between 15 to 19 years of age. With more than 142 million girls expected to marry before
they turn 18 over the next decade, programs like Apni Beti Apna Dhan (ABAD), which
offer conditional cash transfers to incentivize families to delay their daughter’s marriages,
will likely help reduce arranged marriages and allow girls to develop both physically and
mentally before marriage and child-birth
[8] Bring greater attention to violence that is perpetrated by a partner or spouse. Stella
Mukasa, Director of Gender Violence and Rights at ICRW, told the story of a woman
who was forced by her husband to breast feed his dog’s litter. When she sought help from
the community, her claim was ignored because abuse from a spouse was not considered
to be a violation of a woman’s rights
[9] Revise marriage laws that are institutionally biased against women, particularly those that
deny women custody over their children, inheritance, and land rights in cases of death,
separation or divorce. The revised national constitution in Kenya is one example that has
brought about unprecedented rights for women, including the right to oversee property-
related transactions, manage family land and resources and retain a portion of land to live
on and cultivate if widowed or divorced
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f) Constitutional provisions
The government of India has initiated various programs and policies to ensure that a girl does not
miss out any opportunity of getting education. After independence, the government had set up a
National Committee on Women’s Education in 1958, and it recommended that female education
should be at par with male education. In the year 1964, the Education Commission was set up,
which largely talked about focusing on educating the girl child. The government came up with
‘New Education Policy’ in the year 1968, which focused on the overall education at both rural and
urban areas.
Mahila Samakhya Program is a program that comes under the New Education Policy and was
formed in the year 1988. This particular program focuses on the empowerment of the women who
belong to the marginalized group.
National Program for Education of Girls at Elementary Level (NPEGEL) was started in 2003
to ensure access to education to girls who could not benefit from the Sarva Shiksha Abhiyan.
Under this scheme model schools have been set up and it covers 24 states.
Kasturba Gandhi Balika Vidyalaya Scheme was launched in 2004 in order to provide primary
level education to girls. The scheme was especially designed for the underprivileged girls in the
rural areas.
(i) Equality before law for women (Article 14)
(ii) The State to make any special provision in favour of women and children (Article 15 (3))
(iii) The State to direct its policy towards securing for men and women equally the right to an
adequate means of livelihood (Article 39(a)); and equal pay for equal work for both men and
women (Article 39(d))
(iv) Not less than one- third of the total number of offices of Chairpersons in the Panchayats at
each level to be reserved for women (Article 243 D (4))
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Special initiatives
(i) The National Plan of Action for the Girl Child (1991-2000) : The plan of Action is to
ensure survival, protection and development of the girl child with the ultimate objective of
building up a better future for the girl child
(ii) National Commission for Women: In January 1992, the Government set-up this statutory
body with a specific mandate to study and monitor all matters relating to the constitutional and
legal safeguards provided for women, review the existing legislation to suggest amendments
wherever necessary, etc.
(iii) Reservation for Women in Local Self-Government: The 73rd Constitutional Amendment
Acts passed in 1992 by Parliament ensure one-third of the total seats for women in all elected
offices in local bodies whether in rural areas or urban areas.
(iv) National Policy for the Empowerment of Women, 2001 : The Department of Women
& Child Development in the Ministry of Human Resource Development has prepared a
“National Policy for the Empowerment of Women” in the year 2001. The goal of this policy is to
bring about the advancement, development and empowerment of women.
g) Human Rights Relatedto girl child
The rights of the girl child are as follows –
The right to Education
The right to Expression
The right to Information
The right to Nutrition
The right to Health & Care
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The right to protection from Abuse
The right to protection from Exploitation
The right to protection from Neglect
The right to Development
The right to Recreation
The right to Name & Nationality
The right to Survival
The right to equality
The right to freedom of speech
The right to follow any religion
Right to constitutional remedies
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Guidelines for Parents
Daughters have proved to be precious and they even support their parents emotionally as well as
financially in these modern days. You have to give her a balanced upbringing.
1. Avoid Spoiling Her
Do not fulfill all her demands especially those that are far fetched. These will fill in stubbornness
and high headedness in her.
2. Do not Pamper Her too Much
Pampering your children is a must, but do not overdo. If your daughter wants you to do her
homework, you must not support these activities.
3. DevelopDecision Making in Her
Help her take in decision making skills. Fill in her a sense of right and wrong as well as a strong
determination that will help her achieve her dreams. Help her achieve degrees and skills so that
she can stand out economically independent.
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4. Encourage Her
Enable her to achieve her dreams. Make her understand and overcome the bearers and this you
can do by encouraging her.
5. Put good Qualities
Start putting in qualities right from the very beginning. Do not pamper her or treat her as delicate
darling. Enable her to face the world and achieve whatever she wants to.
6. Make her Strong
Help her make her dreams powerful so that she accepts the challenges coming in between and
achieve it.
7. Provide Her the Best Possible Education
Provide her the best possible education which is of her interest. Even if she does not show
interest in academic field, enable her to develop her skills and let her achieve height in what she
wants to do.
8. Pay Heedto Her Diet
A young girl should eat healthy. Make her understand the importance of nutrition and help her
stay away from fast food and junk food items.
9. Encourage Her to Have Good Friends Around
It is very important for your daughter to have good friends. You can also call and talk to her
friends or get involved in her activities so that you can have a check on them as well.
10. Persuade Her to Be Physically Active
Help her get involved in any kind of physical activity and play games she likes. Do not let her be
a cyber geek.
11. Do not be Overprotective
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This irritates a girl child. Indulge in her traditional values and let her have the freedom that
modern day girls enjoy.
12. Give Equal Status
Give equal status to your girl child like your boy child. Do not distinguish between your girl
child and boy child and pay right amount of attention to both. Fulfill their needs based on their
requirements and not on their genders.
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Guidelines for Teachers
GOOD TEACHERS ARE COSTLY, BUT BAD TEACHERS COST MORE.
(BOB TALBERT)
Uses child-friendly language
Uses participatory child centric methods of teaching
Makes child friendly instructional materials
Equitable allocation of co-curriculum activities
Uses non-biased methods, including aids and texts
Adheres to Code of Conduct
Observes and understands child behaviour - note any changes in behaviour and report
accordingly
Periodically engages children/conducts sessions on safety and protection aspects
Encourages child participation and decision making
Enrols and train for continuous professional development
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Guidelines for community
1. People should realize the importance of girls for the development of our country as we know
the sex ratio is low in our country 944 females per 1000 males.
2. The government of India is providing lots of importance to girls. It declared the International
day of the Girl child.
International Day of the Girl Child is an international observance day declared by the United
Nations; it is also called the Day of the Girl and the International Day of the Girl. October 11,
2012, was the first Day of the Girl. The observation supports more opportunity for girls and
increases awareness of gender inequality faced by girls worldwide based upon their gender. This
inequality includes areas such as right to education/access to education, nutrition, legal rights,
medical care, and protection from discrimination, violence against women and unfree child
marriage.
3. The government of India is providing lots of facilities for girls in education such as free
education, books, dress, mid day meal etc. then why people don’t educate their daughters.
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Activities for Marginalized Girl Child
We make sure they have the funding to continue school including for books, clothes etc. We make
sure they get extra educational coaching after school to help them excel in studies so they have the
ability to stand on their own feet if they wish.
Education in subjects is not sufficient. We provide them coaching in navigating circumstances
they will encounter in life. For example, these are vulnerable girls from needy families. The parents
being mostly at work, they are left without protection. There is high probability they will encounter
a dangerous situation. We teach young girls to recognize situations where they are not comfortable
and provide them a number they can call to ask for help if needed.
Activities are-
1. Life skills sessions (in and outside schools): This activity includes counseling programs for
the girls who came under Marginalized sectors of society. Girls should be trained in every life
skills that they need in their future lives. This will provide them security, security in monetary
terms and also make them independent and efficient. Only education is not necessary for
marginalized girls but some skills will also be helpful to them.
(Activity given by Neha Garg, Roll no. 043)
2. Academic and material support: In India, girls are not allowed to go out and study, and for
girls who belong to marginalized sector it is more difficult. Since ages, educational importance is
always given to male members of the family. If schools provide books and various stationary
items to this sector of girls then only they'll be able to achieve education in their lives.
(Activity given by Sonia, Roll no. 074)
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3. Mentoring: Marginalized girl child finds themselves isolated from the other girls. They
always think that they have more difficult lives in comparison to other girls. By mentoring we
can make them understand that there is no such isolation they are the equal members of society
and everybody else have problems in their lives, only problems vary from individual to
individual. This activity will boost their sense of being.
(Activity given by Bharti, Roll no. 013)
4. Exposure visits to places like museums and book fairs to broaden their horizons:
Marginalized girl child don't get chances to go out and explore the world and go out the
dimensions of home and school. To get familiar with the real world and to give exposure to their
mind.
(Activity given by Mona, Roll no. 039)
5. Setting up resource centres at schools: In India, girl child are not allowed for basic
education only, for that they need extra efforts to fulfill their needs of basic education, girls of
marginalized sector face more problems. To reduce the rate of these problems schools should
cater them resource centres where they can fulfill their basic educational needs.
(Activity given by Kavita, Roll no. 029)
6. Organizing academic and extra curricular activities in school: Need of the hour is to
provide not only scholastic areas education but also co scholastic areas education which will help
the marginalized girl child to somehow reduce their burden of home stress. Due to belong to the
marginalized family these girls face more problems, mentally than physically. CCA will help
teachers to make environment more comfortable for these girls.
(Activity given by Anjali, Roll no. 004)
7. Workshops with school teachers around gender sensitization: “Gender” is a big term to
define school children but we can give some familiarity of this term by hidden curriculum. By
defining the gender roles of boys and girls of school. This will help these girls to establish their
identity on their gender part also.
(Activity given by Meenakshi, Roll no. 037)
8. Regular meetings and follow ups with teachers: Teacher should be always available to
these girls. Marginalized girl child finds their mother in their teachers and also making this
rapport will help teachers to understand their problems easily.
(Activity given by Jyoti, Roll no. 027)
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4. It’s a Girl Documentary Film
5. https://www.youtube.com/watch?feature=player_embedded&v=7Sug_useq6c
documentary film on Girl Child Education by Action Aid Partner, Right track
Useful books
1. Anita desai's fasting, feasting
2. Mahasweta devi's The why-why girl
3. The river and the source by Margeret A Ogola
