Critical Thinking

Critical Thinking
Critical Theory and Pedagogy

Politics of Education
(Marginalization)
Presentation - 5
Col M. Javeed Khan (R)
Department of EDUCATION 1
Sarhad University of Science and Information Technology, Peshawar
Course Outline
Detail of course outline1
Unit 2: Critical Theory and Pedagogy

2.1 Politics of Education (Marginalization)
Department of EDUCATION 2
Sarhad University of Science and Information Technology, Peshawar
Revision
• Critical thinking is reason oriented, perceptive thinking process,

open minded and strong justifiable arguments.
• It involves rational and insightful thinking centered or based on
making a decision on what to believe or act on.
• It leads the thinker to be very broad minded and receptive to
alternative ways of thought and also very well informed.
• It demands that the thinker examines credibility of information
sources and does not accept things at face value.
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Politics of Education (Marginalization)
Critical Theory and Pedagogy - Politics of Education

(Marginalization)
Increasing political inclusion is the objective of modern
education.
• Democracy develop all segments of a society.
• They are free to participate and influence political
outcomes.
• But in many new and emerging democracies, large
portions of the population are excluded from politics
based on their ethnicity, religion, age, disability, gender
or sexual orientation.
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• It rejects the idea that knowledge is politically neutral.
• It argues that teaching is an inherently political act, whether the
teacher acknowledges it or not.
• They insist that issues of social justice and democracy are not
distinct from acts of teaching and learning.
• The goal of critical pedagogy is liberation from oppression through
an awakening of the critical consciousness.
• Critical consciousness encourages individuals to affect change in
their world through social critique and political action in order to
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achieve self-actualize.

• What is critical pedagogy?
• It is a prism that reflects the complexities between

teaching and learning. It is a prism which sheds light on
the hidden subtleties that might have escaped our view
previously.
• The prism has a tendency to focus on shades of social,
cultural, political, and even economic conditions, and it
does all of this under the broad view of history.
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• Why does critical pedagogy matter? Kids matter—that’s

why. Our future matters—that’s why.
• We, in education, are a mirror of society.
• Critical pedagogy challenges our long-held assumptions
and leads us to ask new questions, and the questions we
ask will determine the answers we get.
• Critical pedagogy gives voice to the voiceless; gives
power to the powerless.
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• Change is often difficult, and critical pedagogy is all about

change from coercive to collaborative; from transmission
to transformative; from inert to catalytic; from passive to
active.
• Critical pedagogy leads us to advocacy and activism on

behalf of those who are the most vulnerable in
classrooms and in society.
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• Such groups need voice in the political process to achieve a greater

level of equality, understanding that political participation is a
fundamental means of addressing the social and economic
inequities associated with marginalization.
• Marginalization can be understood as persistent inequality and
adversity resulting from discrimination, social stigma and
stereotypes.
• From inaccessibility to information unavailable in minority
languages to discriminatory laws to a lack of access to information,
are barriers to entering the political process for those at the
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Marginalisation is a global problem that impacts negatively upon

societies across the world.
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• Marginalised population face:
• Social exclusion, arising from a lack of equal opportunities
and barriers to learning and participation;
• Social injustice and inequality, seen through the lens of
cultural and social capital;
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• The quest for ‘inclusion for all’; specific groups perceived

to be specially vulnerable to exclusion and stigmatisation
social and relational aspects of poverty and the need to
give marginalised groups a voice.
• It is also perceived as ‘identity work’ and resistance; as
expressed through ‘clauses of conditionality’ in public
policy; and as being contextually related (pertaining to the
concepts of relativity, agency and dynamics).
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• Marginalization in education is a form of acute and

persistent disadvantage rooted in underlying social
inequalities.
• It represents clear injustice.
• Education is a basic human right.
• It is also a an agent for change in poverty reduction,
economic growth and social mobility.
• Ensuring that all citizens receive a good quality education
should be one of the central priorities of all governments.
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• Most countries endorse the principle of equal

opportunity in education.
• At the heart of that principle is the idea that what
children achieve should reflect their efforts and their
talents, not their social circumstances.
• Deep and persistent inequalities based on wealth,
gender, ethnicity, language, and location point to marked
disparities in life chances.
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• Millions of children are denied human right to education for the

simple reason that their parents cannot afford to keep them in
school.
• Social and cultural barriers to education form another formidable
obstacle.
• In many countries, the education of girls is widely perceived as
being of less value than that of boys, with traditional practices such
as early marriage adding another layer of disadvantage.
• Members of ethnic minorities often face obstacles to equal
opportunity.
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• None of these disadvantages operates in isolation.

• Poverty, gender, ethnicity and other characteristics
interact to create overlapping and self-reinforcing layers of
disadvantage that limit opportunity and hamper social
mobility.
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• The interaction between marginalization in education and wider

patterns of marginalization operates in both directions.
• Being educated is a vital human capability that enables people to
make choices in areas that matter.
• The lack of an education restricts choices.
• It limits the scope people have for influencing decisions that affect
their lives.
• People lacking literacy and numeracy skills face a heightened risk of
poverty, insecure employment and ill health.
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• Poverty and ill health, in turn, contribute to

marginalization in education.
• Marginalized have only a weak voice in shaping political
decisions affecting their lives.
• Reaching marginalized children requires political
commitment backed by practical policies.
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• Marginalization in education is driven by social

inequalities.
• Being born into poverty is one of the strongest factors
leading to marginalization in education.
• Some 1,4 billion of the world’s people survive on less than
US$ 1,25 a day.
• Many are parents struggling to keep their children in
school.
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• Child Labour is another corollary of poverty that hurts

education. There are an estimated 166 million child
labourers in the world.
• Many of these children are locked in a losing battle to
combine work with education.
• With labour activities taking up an average of 37 hours a
week, most of these children do not attend school.
• Language and ethnicity lead to marginalization in
education through complex channels. 23
• Poverty is an important part of the equation.

• Stigmatization is a potent source of marginalization that
children bring with them to the classroom.
• From Aboriginals in Australia to the indigenous people
of Latin America, failure to provide home language
instruction has often been part of a wider process of
cultural subordination and social discrimination.
• Caste systems in South Asia also disadvantage many
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children.
• Conflict is a potent source of marginalization in

education.
• Worldwide, around 14 million children aged five to 17
have been forcibly displaced by conflict, often within
countries or across borders, into education systems
lacking the most basic education facilities.
• Less easy to measure than the impact on school
attendance are the effects on learning of trauma
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associated with armed conflict.
• Reaching and teaching the marginalized

• There is no single blueprint for overcoming
marginalization in education.
• Policies need to address underlying causes such as social
inequality, gender disparities, ethnic and linguistic
disadvantages, and gaps between geographic areas.
• In each of these areas, equalizing opportunity involves
redressing unequal power relationships.
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• The inequalities that the marginalized face start in early

childhood and continue through school age years.
• They are deeply engrained and highly resistant to change.
• Yet progress is possible with sustained political
commitment to social justice, equal opportunity and
basic rights.
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I. Overcoming marginalization in education is an

imperative for human rights and social justice.
II. It is also the key to accelerated progress towards the
Education for All goals set at Dakar.
III. No government seriously committed to the goals can
afford to ignore the deep social disparities that are
stalling progress in education.
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• Nor can it ignore the wider consequences of

marginalization in education for social cohesion and
future prosperity.
• There is an urgency of all countries to develop strategies
for more inclusive education linked to wider strategies for
overcoming poverty, social discrimination and extreme
inequality.
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• Overcoming marginalization must be at the heart of the

Education for All agenda.
• Education should be a driver of equal opportunity and
social mobility, not a transmission mechanism for social
injustice.
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The End
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Critical Thinking

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Critical Thinking

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Critical Thinking

Critical Theory and Pedagogy

Col M. Javeed Khan (R)

Detail of course outline1

Unit 2: Critical Theory and Pedagogy

• Critical thinking is reason oriented, perceptive thinking process,

Critical Theory and Pedagogy - Politics of Education

Critical Theory and Pedagogy

Critical Theory and Pedagogy

• It is a prism that reflects the complexities between

• Why does critical pedagogy matter? Kids matter—that’s

• Change is often difficult, and critical pedagogy is all about

• Critical pedagogy leads us to advocacy and activism on

• Such groups need voice in the political process to achieve a greater

Marginalisation is a global problem that impacts negatively upon

• Marginalised population face:

• Social exclusion, arising from a lack of equal opportunities

and barriers to learning and participation;

• Social injustice and inequality, seen through the lens of

cultural and social capital;

• The quest for ‘inclusion for all’; specific groups perceived

• Marginalization in education is a form of acute and

• Most countries endorse the principle of equal

• Millions of children are denied human right to education for the

• None of these disadvantages operates in isolation.

• The interaction between marginalization in education and wider

• Poverty and ill health, in turn, contribute to

• Marginalization in education is driven by social

• Child Labour is another corollary of poverty that hurts

• Poverty is an important part of the equation.

• Conflict is a potent source of marginalization in

• Reaching and teaching the marginalized

• The inequalities that the marginalized face start in early

I. Overcoming marginalization in education is an

• Nor can it ignore the wider consequences of

• Overcoming marginalization must be at the heart of the

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