INA L IZ AT ION

MARG
IN
EDUCA T IO N

 The Theory of Marginalization ca

n
trace its roots to the ‘theory of
h eo r y the
T marginal man’ which, at first, poin
ted
of ion to the pecular personality traits
al iz at that
arg in arise when person is situated in a
M
marginal position among two socia
l
environments that are not comple
tely
matched (Dickie-Clark, 1966 as cit
ed in
Messiou 2012).
 Robert park and evert B. Stonequist’s
analysis of the ‘marginal man’ focuses on
he o r y
T an individual who is born and raised in one
of ion
culture and is immersed in a different
a l iz at prevailing culture. Marginalization naturally
argi n
M

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).

MESSIOU DISCUSSED THE
ISSUE ABOUT LABELING,
WHEREIN A LEARNER IS
CATEGORIZED AS
BELONGING TO A CERTAIN
GROUP DEPENDING ON
T H E L E A R N E R ’S N E E D S O R
CHALLENGES.
Messiou proposed that marginalization
can be conceptualized in four general
ways;
The child experiences some kind of marginalization that is
recognized by almost everybody, including himself/herself
The child feels that he/she is experiencing marginalization
whereas most of the others do not recognize this
When a child is found in what appears to be marginalized
situations but does not feel, or does not view it as
marginalization
When a child is experiencing marginalization but does
not admit it
Messiou (2021) suggests that these perspectives of the
students can provide a qay of examining processes, systems,
and occurences 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 of it.
The United Nation Development
Programs 1996 (as cited in Messiou
2012)- defines marginalization as
“the state of being considered
unimportant, undersirable,
unworthy, insignificant, and
different, resulting in inequity,
unfairness, deprivation, and
enforced lack of access to
mainstream power”.
MARGINALIZATION in education originates
from culturally intense beliefs, values, and
typical norms that regulate recognition or
acknowledgment of other people within a
specific social standard. It is a “form of
acute and persistent disadvantage rooted in
underlying social inequalities”.
 L I Z A T I O N
M A R G I N A
C L U S I O N
AN D I N

Messiou (2021) 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.
Messiou's Revised Framework for Promoting Inclusion
The framework demonstrates
a four-step cyclical process
that is quite flexible.

 ST E P 1 :
E N I N G
OP SUN MON TUE WED THU FRI SAT
DO O R S :
B L I N G
ENA E
E S T O B
V O I C
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.
 ST E P 2 :
O K I N G
LO SUN MON TUE WED THU FRI SAT
E L Y :
CLOS
N G I N G
BRI
E R N S T O
CO N C
U R F A C E
TH E S

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.
 ST E P 3 :
G S E N S E
M A K I N
O F T H E SUN MON TUE WED THU FRI SAT

E N C E :
EVID A
I N G D A T
SH A R
WITH
R N E R S
LEA

It is during this time that there is an explixit focus on the

concerns about marginalization that were gathered from the
previous step. Only concerns and issues are discussed and no
name are mentioned.
 ST E P 4 :
G W I T H
D E A L I N
L I Z A T I O
G I N A SUN MON TUE WED THU FRI SAT
MAR A G I N G
C O U R
N: EN V E
U S I
INCL D
K I N G A N
TH I N
C T I C E
PRA

It spells out the response of the group and the concrete

actions that will be taken to confront the issues and
concerns about marginalizations that were shared in the
previous step.
 F E R E N T L E A R N E R S
III. DIF
IN MARGI N A L I Z E D
GROUPS
 The International Labor
A. CHILD Organization (ILO) describes
LABORER child labor as “work that deprives
S/DO children on their childhood, their
MESTIC potential, and their dignity, and
WORKER that is harmful to physical and
S mental development” child labor is
caused by poverty, lack of
education, and lack of schools.
 G E N O U S
B.IN D I
PEO P L E
Indigenous communities, peoples, and nations are those which, having a historical
continuity with pre-invasion and pre-colonial societies that developed on their
territories, consider themselves distinct from other sectors of the societies
now prevailing on those territories, or part of them. They form at present
non-dominant sectors of societies and are determined to preserve, develop, and
transmit to future generations their ancestral territories and their ethnic
identity, as the basis of their continued existence as peoples, in accordance with
their own cultural patterns, social institutions and legal system.
The World Health Organization (WHO) defines
child maltreatment as “the abuse and neglect that
occurs to children under 18 years of age. It
includes all the types of physical and/or emotional C. ABUSE
ill-treatment, sexual abuse, neglect, negligence, and
CHILDRE D
commercial or other exploitation, which results in
actual or potential harm to the child’s health, N
survival, development, or dignity in the context of a
relationship of responsibility, trust, or power.
Exposure to intimate partner violence is also
sometimes included as a form of child
maltreatment” (WHO 2016) Child maltreatment is
identified globally as a valid “social, public health,
and human rights issue”
This historical continuity may consist of the continuation, for an
extended period reaching into the present of one or more of the
following factors;

1. Occupation of ancestral lands, or at least part of them;

2. Common ancestry with the original occupants of these lands;
3. Culture in general, or in specific manifestations;
4. Language;
5. Residence in certain parts of the country, in certain regions of
world; and
6. Other relevant factors
 The United Nations High Commisioner for
Refugees (UNHCR) defines refugee as

F U G E E S “someone who has been forced to flee his

D . R E or her country because of persecution,
OR war, or violence” A refugee has a well-

P L A C E D founded fear of persecution for reasons of

DIS race, religion, nationality, political opinion, or
I L D R E N
CH
membership in a particular social group.
Most likely, they cannot return home or are
afraid to do so. War and ethnic, tribal, and
religious violence are leading causes of
refugees fleeing their countries” (UNHCR)
Aside from the lack of resources, there are other

complications that are 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 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.
 I L D R E N
E. C H
IN
O N F L I C T
C SUN MON TUE WED THU FRI SAT

Z O N E S

According to Eglantyne Jebb, “All wars, whether just or unjust, disastrous or

victorious, are waged against the child”
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
continued to fail them. For too long, parties to conflict have been committing
atrocities with near-total impunity, and it is only getting worse. Much more can and
must be done to protect and assist children”
Th an k
yo u !