Learners In Other Marginalized

Groups
Chapter 7
Reporters: BEED-1 GROUP-4
GORRES, KENNETH E.
DAMALAN, CRESAN
PADING, KAHMELA HOPE
NUÑES, IRA
Faith Honeylen Eyana
Christine Requiz Baterna
Cristina R Buagan
Rochelle B. Dela Torre
Marginalization In Education
The United Nations Development Programme of 1996
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 “.
Marginalization in education originates from culturally
intense beliefs, values, and typical norms that regulate
recognition or acknowledgement of other people within
a specific social standard.
Marginalization is “a form of acute and persistent
disadvantage rooted in underlying social
inequalities”.
Marginalization In Education
The theory of marginalization
can trace its roots to the
“theory of the marginal man” in
which the analysis of Park and
Stonequist’s of the marginal
man” focuses on an individual
who is born and raised in one
culture and is immersed in a
different prevailing culture.
1. The child experiences some kind of 3. When a child is found in what
marginalization that is recognized by appears to be marginalized
almost everybody, including situations but does not feel it, or
himself/herself. does not view it as marginalization.

2. The child feels that he/she is 4. When a child is experiencing

experiencing marginalization whereas marginalization but does not admit
most of the others do not recognize it.
this.

In an earlier research, Messiou (2003) explored

how marginalization can be conceptualized in
four general ways:
Marginalization

Is the act of placing a person why

staying in a position of lesser
importance influence or power.

Inclusion

Is the process or policy of providing

equal access to opportunities and
resources for people who might
otherwise be excluded or marginalized.

Marginalization and Inclusion

Inclusion In education, “inclusion “ has become the term used to
describe the right of parents and children to access
mainstream education along side their peers where
parents want it and children’s needs can be met .
Integration, where the focus was on the child’s ability to
adapt has been replaced by inclusion. The focus for
inclusion is on the settings ability to adapt to the needs
of the child, altering were necessary the way it works.

Messious (2012)manifest young people’s voice can

intensify systems, process and experiences in
congruences with include of education. Voice is clearly
identified as one of the student rights. It means having a
say as well as referring to language, and emotional
components as well as nonverbal means that are used
to express opinions.
 Step 1: Opening Doors : Enabling
Four Cyclical voices to be Heard

Process
Step 2: Looking closely : Bringing
Concerns To The Surface

Step 3: Making Sense of the

Evidence : Sharing Data with
Learners

Step 4: Dealing with

Marginalization : Encouraging
Inclusive Thinking and Practice
Different Learners In Marginalized Groups
• A. Child Laborers/domestic Helpers-

The International Labor Organization (ILO) describes child labor as “ work

that deprives Children of their childhood, their potential , and their dignity and that
is harmful to physical and mental development “ Child Labor m caused by
poverty, lack of education, and lack of schools.
• B. Indigenous People

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 parts of them. They form at present
non-dominant sectors of society 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 people, in accordance with their own
cultural patterns, social instructions and legal system. The historical
continuation , for an extended period reaching into the present of one or more of
the following factors;
The historical continuation , for an extended period reaching into
the present of one or more of the following factors;

• Occupation of ancestral lands, or at

least part of them;
• Common ancestry with the original
occupants of these lands;
• Culture in general, or in specific
manifestation (such as religion, living
under a tribal system, membership of
an indigenous community , dress,
means of livelihood , lifestyle , etc.)
• Language (whether used as the only
language , as mother tongue as the
habitual means of communication at
home or in the family, as the main
general or normal language)
• Residence in a certain parts of the
country, in certain regions of the world
and
• Other relevant factors
C.Abused Children

• The World Health

• Exposure to intimate partner
Organization (WHO) defines
maltreatment as “the abuse violence is also sometimes
and neglect that occurs to included as a form of child
children under 18 years of maltreatment is identified globally
age.” as a valid “social, public health,
and human rights issue.
• 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 of
the child’s health, survival,
development, or dignity in the
context of a relationship of
responsibility, trust or power.
D. Refugees or Displaced Children

The UNHCR or the United Nations High Commissioner for Refugees defines
refugees as “ someone who has been forced to flee his or her country because
of persecution, war and violence.

An internally displaced person, or IDP , is someone who has been forced to flee
their home but never cross an international border.

The Declaration of Human Rights and the Convention of Child’s Rights emphasize
that education is the right of every person , every child. This means that education
policies are in place. The 2030 United nations Agenda for Sustainable Development
considers education as essential to the advancement of humankind.
E. Children in Conflict Zones
In December 2018, • It is said that children in countries that are at
Manuel Fontaine UNICEF war are being used as;
Director for Emergency
Programs said, Children • Human shields
Living in Conflict Zones
around the world have • Killed
continued to suffer through
extreme levels in violence • Maimed
over the past 12 months,
and the world has • Recruited to fight
continued to fail them.
The UN has 6 categories identified of human rights
violations against children, knowns as the 6 grave
violations . These violations includes the following:

1. Killing
2. Maiming of children
3. Abduction of children
4. Recruitment or use of children as soldiers
5. Sexual violence against children
6. Attacks against schools or hospitals, and the denial of humanitarian access.