Ed

FSI4
E

LEARNERS IN OTHER
MARGINALIZED
GROUPS
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store

MODULE 12
 Objectives

At the end of the chapter you will be able to:

1. Learn about the different groups that are
marginalized in society and in education.
2. Explore a process that could be used to
identify issues of marginalization in class or
school.

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I. MARGINALIZATION IN
EDUCATION

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 Indigent group of people
They have difficulty understanding the
lessons and are unable to do homework
because their
parents are uneducated and thus are unable to
teach them.
They lack school supplies because there is
not enough money to buy them.
 They go through a curriculum that never
considered the context the indigenous group
lives in, their way of life, their culture, and their
belief system.
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They have difficulty learning the skills
and concepts that had been taught.
They are marginalized group who have
been treated because they are different
from the rest of children in the area.
They attend a school where they are
made fun of.
They are challenged cognitively by a
curriculum that never considered them in
the first place.
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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, 1996 as cited in Messiou
2012)

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 Robert Park and Everett B. Stonequist’s
analysist of the “marginal man” focuses on an
individual who is born and raised in one culture
and is immersed in different prevailing culture.

This transition situates the individual in an

enduring interaction and connection with a
different culture, religion, language, race and
political belief brough about by schooling,
inter-cultural marriage, emigration or other
reasons (Goldberg 1941).

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 Park aptly identifies this individuals as “person
who becomes a ‘cultural hybrid’ living and sharing
intimately in 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 basically arises from culturally
deeply-embedded values, beliefs, standards,
norms, and other factors which determine
acceptability within a certain social frame”
(Petkovsca 2015)

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UNESCO stated that education plays a vital and
decisive role in neutralizing the inequality and
persisting illiteracy that encompass generations.

However, education can also support

prejudice and continue marginalization.

Marginalization in education originates from

culturally intense beliefs, values, and typical
norms and social standards.
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  Messiou (2003) explored how marginalization is experienced by
primary school students.
 He 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
situations that not
but does he/she
feelis
it, experiencing marginalized
or does not view it as
situation whereas most of the others do not recognize this
3. When a child is found in what appears to be
marginalized
marginalization
4. When a child is experiencing marginalization but does not
it.
admit

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II. MARGINALIZATION AND
INCLUSION

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 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.
It means “Having a say, as well as referring to
language, and emotional components as well as
non-verbal means are used to express
opinions” (Thomson 2008 as cited in Messiou
2012).

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 Messiou’s revised
framework for
promoting inclusion
(2012)
The framework
demonstrate a four-step
cycle process that is
quite flexible.

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 Step 1: Opening Doors: Enabling voices to be heard
 Situating the students in the center of the process,
various methods as used to allow them to express how
various concerns and experiences lead to the
marginalization f students in school.
 The students are respected as active participants.
Different methods suggested to be used are
appropriate to the age of the learners.
 They are drawing, role-playing, doing interviews,
engaging in group discussions, analyzing visual
images, and other quantitative ways to measure
social relationships.

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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.

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Step 3: Making Sense of the Evidence: Sharing
Data with Learners
It is during the time that there is an explicit focus on the
concerns about marginalization that was gathered from
the previous step.
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.

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Step 4: Dealing with Marginalization:
Encouraging Inclusive Thinking and Practice
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)

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III. DIFFERENT LEARNERS IN
MARGINALIZED GROUPS

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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, and that is harmful to physical
and mental development.”
Child labor is caused by poverty, the lack of
education, and the lack of schools

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 B. Indigenous People
 Jose R. Martinez Cobo’s Study on the Problem of
Discrimination against Indigenous Populations
presented a “working definition of indigenous
communities, peoples and nations” (as cited in State of the
World’s Indigenous People 2010)
 “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 society now prevailing on
those territories, or parts of them.

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 B. Indigenous People
On an individual basis, an indigenous person is one
who belongs to these indigenous populations through
self-identification as
indigenous (group consciousness) and is recognized
and accepted by the population
as one of its members (acceptance by the group).
This preserves for these communities the sovereign
right and power to decide who belongs to them, without
external interference.

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B. Indigenous People

Rights of Indigenous Peoples (2007), indigenous

people are acknowledge to have suffered from “historic
justices as a result of their colonization and
dispossession of their lands, territories, and resources,
thus preventing them from exercising, in particular,
their right to development in accordance with their own
needs and interests.”

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 B. Indigenous People
Focusing on education, indigenous people generally
lack access to education because they usually stay in
places that are quite far from schools and also
because of their marginalized status in the community.
The curriculum of the schools they get into, if there is a
school available for their children to go to, is not
adapted to their culture and language.

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 C. Abused Children
 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 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.
 Exposure to intimate partner violence is also
sometimes included as a form of child
maltreatment. (WHO 2016)

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 D. Refugees or Displaced Children
 The United Nations High Commissioner for Refugees (UNHCR)
defines refugee as “someone who has been forces to flee hos or
her country because of persecution, war or violence.
 A refugee has well-founded fear of persecution for reasons of
race, religion, nationality, political opinion or 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)

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 D. Refugees or Displaced Children
 Internally displaced person (IDP)is someone who has been
forced to flee their home but never cross an international border.
 These individuals seek safety anywhere they can find it- in
nearby towns, schools, settlements, internal camps, and even
forests and fields
 IDPs, which include people displace by internal strife and
natural disasters, are the largest group that UNHCR assists.
 Unlike refugees, IDPs are not protected by
international law or eligible to receive many types
of aid because they are legally under the protection
of their own government.

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 E. Children in Conflict Zones
 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 the conflict have been committing
atrocities with near-total impunity, and it is only getting worse.
 It is said that children in countries that are at war are being used
as “human shields, killed, maimed or recruited to fight. Rape,
forced marriage, and abduction have become standard tactics in
conflicts from Syria to Yemen, and from the Democratic Republic
of the Congo to Nigeria, South Sudan, and Myanmar (UNICEF
Press Release 2018)

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 Ed FSIE
4

LEARNERS IN OTHER
MARGINALIZED
GROUPS
ACTIVITY No. 9
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
YOU CAN TYPE YOUR ANSWER IN ANY WORD APPLICATION OR
WRITE YOUR ANSWER IN A WHITE BOND PAPER (PLEASE WRITE
LEGIBLY) TAKE A CLEAR PICTURE AND SUBMIT/UPLOAD IT ON OUR
GC CLASSWORK. AFTER UPLOADING YOUR ACTIVITY, CLICK OR TAP
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DEFINITE WITH YOUR ANSWER.

PLEASE ACKNOWLEDGE YOUR REFERENCES.

1.What is marginalization and how does
this affect children?
2.What are the different groups of children
who are marginalized?
3.Why are they marginalized?
4.What can you do for them?

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Assessment
Rubrics for each answer.
Criteria Points
Answer/Argumentation/Ex 2 pts
planation
Personal Insights 2 pts
Completeness of the 1 pt
answer
TOTAL 5 pts x 4 = 20 pts

Module 10 (FSIE)
JSJA