Handout-Chapter 7

Topic: LEARNERS IN OTHER OBJECTIVES:

MARGINALIZED GROUPS
• Understand what marginalization means, specifically in the area
Reporters: of education.
Catiil, Ritchene Mae J.
Legaspi, Ritchelle Joy L. • Learn about the different groups that are marginalized in society
Paclibar, Christin Mae C. and in education.
Rebuyon, April Rose I.
• Explore a process that could be used to identify issues of
marginalization in class or school.

I. MARGINALIZATION IN EDUCATION

The theory of marginalization can trace its roots to the theory of the marginal man' which, at first, pointed to
the peculiar personality traits that arise when a person is situated in a marginal position among two social
environments that are not completely matched (Dickie-Clark, 1966 as cited in Messiou 2012).
Robert Park and Everett B. Stonequist's analysis of the 'marginal man' focuses on an individual who is born
and raised in one culture and is immersed in a different prevailing culture. This transition situates the
individual in an enduring interaction and connection with a different culture, religion, language, race, and
political belief brought about by schooling, inter-cultural marriage, emigration, or other reasons (Goldberg
1941). Park aptly identifies this individual as "person who becomes a 'cultural hybrid' living and sharing
intimately in the life of two distinct peoples unwilling to break with his past and not accepted by the outside
world". A 'crisis experience' becomes a personal concern when the individual is rejected (Green 1947).
Marginalization naturally starts even before children get into school and persists until they become adults.
Marginalization basically arises from culturally deeply-embedded values, beliefs, standards. norms, and other
factors which determine acceptability within a certain social frame. (Petkovsca 2015).
United Nations Development Programme of 1996 (as cited in Messiou 2012) defines marginalization as "the
state of being considered unimportant, undesirable, unworthy, insignificant, and different, resulting in
inequity. unfairness, deprivation, and enforced lack of access to mainstream power."
UNESCO stated that education plays a vital and decisive role in neutralizing the inequality and persisting
illiteracy that encompass generations.
Messiou (2012) discussed the issue about labeling, wherein a learner is categorized as belonging to a certain
group depending on the learner's needs or challenges. This refers to learners with special needs.
Messiou proposed that marginalization can be conceptualized in four general ways:
1. The child experiences some kind of marginalization that is recognized by almost everybody, including
himself/herself
2. The child feels that he/she is experiencing marginalization whereas most of the others do not recognize this
3. When a child is found in what appears to be marginalized situations but does not feel it, or does not view it
as marginalization
4. When a child is experiencing marginalization but does not admit it
Messiou (2012) suggests that these perspectives of the students can provide a way of examining processes,
systems, and occurrences in schools and may assist in the awareness of and response to marginalization. It is
important for adults in education to be conscious of this issue and put a stop to it.

II. MARGINALIZATION AND INCLUSION

Messiou (2012) manifests how young people's "voice" can intensify systems, processes, and experiences in
congruence with inclusive education. "Voice" is clearly identified as one of the student's rights. Simply put, it
is listening and paying attention to what the young people say and do not say.

In the book "Confronting Marginalisation in Education" Messiou (2012) posits a framework that focuses on
the collaborative activity between young people and adults in education that promotes inclusion. It also takes
into consideration other factors that contextualize marginalization like the curriculum, systems within the
society, or the effects of administration and management on the everyday lives of teachers and young people
in schools. The framework demonstrates a four-step cyclical process that is quite flexible.

Messiou’s revised framework for promoting inclusion (2012).

Step 1: Opening Doors: Enabling voices to be Heard

Situating the students in the center of the process, various methods are used to allow them to express how
various concerns and experiences lead to the marginalization of students in school. The students are
respected as active participants. Different methods suggested to be used are appropriate to the age of the
learners. The question that is asked is: What do you think are practices, behavior, policies, and systems in
class or in school that cause marginalization?

Step 2: Looking Closely: Bringing Concerns to the Surface

In this stage of the process, data gathered from Step 1 is meticulously examined to identify students who may
be experiencing some kind of marginalization or any concerns that might lead to marginalization. It is the
practitioners who study the data, unless there were students who acted as co- researchers. Staff and
members should gather and discuss the data gathered and the basic information that is surfacing from
specific students and about distinct concerns. Data to accomplish the next step is chosen, taking great care of
ethical aspects that need to be considered. The question asked is: Are there persons/students in class who
experience being marginalized? How? (Cite specific examples).
Step 3: Making Sense of the Evidence: Sharing Data with Learners

It is during this time that there is an explicit focus on the concerns about marginalization that were gathered
from the previous step. Only concerns or issues are discussed and no names are mentioned. Students are
asked to think about their own experiences as well as about what their classmates feel and experience. This
involves a discussion between the adults and the students, and everybody learns from each other.

Step 4: Dealing With Marginalization: Encouraging Inclusive Thinking and Practice

Collaboration between the adults and students in this phase is very significant. It spells out the response of
the group and the concrete actions that will be taken to confront the issues and concerns about
marginalization that were shared in the previous step. The process does not end in Step 4. It goes on and
makes adults mindful of what the young people have to say. It also assures both the young people and the
adults that marginalization is given due attention and concerns are addressed. The actions that are taken are
the results of a shared goal of Inclusion (Messiou 2012).

III. DIFFERENT LEARNERS IN MARGINALIZED GROUPS

A. Child Laborers/Domestic Workers

The International Labor Organization (ILO) describes child labor as "work that deprives children of their
childhood, their potential, and their dignity". It is caused by poverty, lack of education, and the lack of schools.
The ILO's 2017 report noted that 152 million children are in child labor globally, accounting for almost one in
ten of all children worldwide. It also noted that a large number of child laborers are unable to get an
education due to poverty, situations of armed conflict, and calamities. In June 2015, the theme of World Day
Against Child Labor was "No to Child Labor-Yes to Quality Education". There is still much work to be done,
policies to put in place, and cooperation among nations to put an end to this.

B. Indigenous People

Indigenous people are those who have a historical continuity with pre-invasion and pre-colonial societies and
are determined to preserve, develop, and transmit their ancestral territories and ethnic identity. They possess
distinct social, economic, and political systems, languages, cultures, and beliefs, are determined to maintain
and develop this distinct identity, have strong attachment to their ancestral lands and natural resources, and
belong to the non-dominant groups of a society. They suffer from human rights abuses, marginalization,
excessive poverty, absence or lack of quality education, poor health, unsanitary and poor living conditions,
malnutrition, unemployment and unequal opportunities for employment, and expulsion from their lands.
Education is a right and a means for self-improvement, and quality education will eventually equate to better
lives for indigenous people. UNESCO has international frameworks, guides, guidelines, tools, and tool kits for
ensuring inclusion and equity for indigenous people in education.

C. Abused Children

Child maltreatment is 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.Child maltreatment is a global problem with
serious life-long consequences. In spite of recent national surveys in several low- and middle-income
countries, data from many countries are still lacking.
Child maltreatment is complex and difficult to study. Current estimates vary widely depending on the
country and the method of research used. Estimates depend on:

- the definitions of child maltreatment used;

- the type of child maltreatment studied;

- the coverage and quality of official statistics;

- the coverage and quality of surveys that request self-reports from victims, parents or caregivers.

Maltreatment causes stress that is associated with disruption in early brain development. Extreme stress can
impair the development of the nervous and immune systems. Consequently, as adults, maltreated children
are at increased risk for behavioural, physical and mental health.

D. Refugees or displaced children

There is a large and disparate range of reading available on the subject of refugee and displaced children. This
is reflective of the subject matter. The category “refugee and displaced children” includes children who have
been granted refugee status by receiving societies, those applying for refugee status (asylum-seeking
children), and those who are reasonably considered to be forced migrants but who have not yet made an
application for asylum. It also includes children who have not crossed any international borders but have had
to leave their homes owing to external dangers. This is the category of children who are internally displaced,
often referred to as the population of IDPs, or internally displaced persons. The category may be broadened
still further by incorporating children who may be stateless or undocumented and have not entered the
asylum process. Refugee and displaced children are present throughout the world, and there is literature that
is specific to particular countries and regions. This includes a mass of “gray literature,” including reports
commissioned by governments and regional authorities that are aimed at developing a profile of refugee and
displaced children including the actual and potential needs and demands they may have regarding
government services. A further salient issue is the interdisciplinary nature of the subject area. Important
contributions have come from a range of fields, such as social policy, sociology, anthropology, history,
psychology, psychiatry, and social work.

E. Children in conflict zones

The nature of war has changed dramatically. Today's conflicts happen where people live and they take a
brutal toll on children. Heavy bombardment and destruction in war creates a humanitarian crisis where there
is lack of adequate food, clean water and medicine. The consequences of war can have major impact on the
health of children for years to come. Traumatic events can have a profound and lasting impact on the
emotional, cognitive, behavioral and physiological functioning of an individual. Depending on the
circumstances, the psychosocial impacts of disasters can range from mild stress reactions to problems such as
anxiety, depression, substance abuse and post traumatic stress disorders (PTSD).Conflict zone refers to war or
political instability that disrupts essential services such as housing, transportation, communication, sanitation,
water, and health care which requires the response of people outside of the community affected.