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Chapter 5 Marginalized Groups

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12 views19 pages

Chapter 5 Marginalized Groups

ECE - PPT

Uploaded by

Maj Myrielle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MA JONNAH

Chapter 5 MYRIELLE M.
PILI

CHILDREN
IN
MARGINALIZE
D
GROUPS
CHILD LABORERS /
DOMESTIC WORKERS
Child labor is defined by the International Labour
Organization (ILO) as work that undermines children's
childhood, potential, and dignity, harming their
physical and mental development. It often forces
children into unsafe working conditions, separating
them from their families and subjecting them to
grueling tasks for minimal or no pay. The lesson aims
to delve into the issues surrounding child labor,
examining its detrimental effects on children,
exploring its underlying causes, and reflecting on
strategies to combat and prevent its continuation.
Child labor severely impacts children's lives, depriving them of their childhood and
harming their cognitive, physical, socio-emotional, and moral development. It often
prevents them from attending school, forcing them into oppressive work conditions.
The International Labour Organization (ILO) outlines critical definitions and conventions
related to child labor:
1. Worst Forms of Child Labor: The ILO defines
these as including slavery, trafficking, forced
recruitment for armed conflict, exploitation in
prostitution and pornography, involvement in illicit
activities, and work harmful to a child's health and
morals.

2. ILO Convention 138: This convention sets the


minimum age for employment at 15 years, with
exceptions allowing for 14 years in developing
3. Hazardous Child Labor: Defined as
work performed by individuals under 18
that can impair their physical or mental
well-being, this is recognized as one of the
most severe forms of child labor.

4. Conventions for Protection: The ILO


and the United Nations have established
two essential conventions aimed at
safeguarding children's rights and
preventing child labor.
INDIGENOUS PEOPLES
Indigenous peoples worldwide belong to distinct
cultural groups with unique languages, values, and
traditions, often living away from urban centers and
maintaining strong ties to their ancestral lands. As
the original inhabitants of these territories, they have
faced significant displacement and challenges in
preserving their culture and identity. This lesson will
focus on the daily lives of indigenous children, the
obstacles they encounter, and how we can promote
mindfulness and tolerance towards their experiences.
CHALLENGES FACED BY INDIGENOUS
PEOPLES
• Displacement: Many indigenous communities have been deprived of their ancestral lands and
now reside in resettlement areas, making them vulnerable to cultural erosion and identity loss.
• Poverty: Indigenous children often live in poverty, lacking access to basic services such as
education, healthcare, and adequate housing.
• Discrimination: They face systemic discrimination and pressure to conform to the dominant
culture, language, and societal norms. The education system frequently fails to value or support
their unique identities and cultural backgrounds.
• Cultural Transmission: These challenges threaten the ability of indigenous elders to pass
down cultural knowledge, traditions, and beliefs to younger generations.
RIGHTS OF
INDIGENOUS
The UN Convention on the Rights of the Child
CHILDREN
includes specific provisions aimed at promoting
the welfare and safety of indigenous children:
• Article 30: Protects the right of indigenous
children to enjoy their own culture, religion,
and language.
• Article 17: Requires states to encourage
media to be responsive to the linguistic
needs of indigenous children.
• Article 19: Affirms the child's right to an
education that respects their culture,
language, and values.
ABUSED CHILDREN

Child abuse manifests in various forms


and adversely impacts children in
multiple ways. It is important to note
that not all abused children will disclose
their experiences to adults. As
educators, it is crucial to be vigilant
observers and report any signs of abuse
to the appropriate authorities.
DEFINITION AND
TYPES OF CHILD
According to the Republic Act 7610, child
ABUSE
abuse is defined as maltreatment, whether
habitual or not, and includes:
1.Psychological and Physical Abuse: This
encompasses neglect, cruelty, sexual
abuse, and emotional maltreatment.
2.Degrading Acts: Any action that debases
or demeans a child's intrinsic worth and
dignity.
3.Basic Needs Deprivation: Unreasonable
denial of essential needs for survival.
4.Medical Neglect: Failure to provide
immediate medical treatment for an injured
TYPES OF ABUSE
1. Physical Abuse: One of the most
common forms, where a child suffers
physical harm inflicted by a parent or
caregiver, either as a single incident or over
time.
• Examples: Hitting with a belt, burning
with hot water, kicking.

2. Emotional Abuse: Also known as


psychological abuse, this occurs when a
child experiences ongoing emotional
mistreatment.
• Examples: Demeaning remarks,
3. Sexual Abuse: This involves sexual encounters between
a child and an adult.
• Examples: Exposing genitals, engaging in sexual
activities.

4. Neglect: A prevalent form of abuse where caregivers fail


to meet a child's basic needs, such as food, clothing,
hygiene, and supervision.
• Examples: Leaving a child alone frequently, chronic
absenteeism from school, wearing dirty or ill-fitting
clothes, untreated illnesses or injuries, poor hygiene.

PREVALENCE OF CHILD
ABUSE
• according to UNICEF, child abuse is highly prevalent
in the Philippines, with 80% of Filipino children
experiencing some form of violence.
REFUGEES AND
DISPLACED CHILDREN
Internal conflicts, the search for better living
conditions, and natural disasters are forcing
families and children to flee their homes. These
displaced individuals often live in makeshift
shelters lacking basic necessities. Vulnerable
children cannot attend school, receive proper
nutrition, or access clean water and healthcare.
Exposed to extreme conditions, abuse, and
violence, they are deprived of the chance to simply
be children. This lesson highlights the plight of
refugees and displaced children as marginalized
DEFINITIONS

• Refugee: An individual forced to flee their country due to persecution, war, or violence,
possessing a well-founded fear of persecution.

• Internally Displaced Person (IDP): An individual who is forced to flee their home but remains
within their country's borders, seeking safety nearby.
CHALLENGES FACED BY
CHILD REFUGEES AND IDPS
1. Insecure Position:
• Refugee and IDP children exist in precarious situations,
uncertain about their futures.
• This insecurity significantly impacts their well-being and
development.

2. Lack of Education Access:


• Education is often not prioritized for these children.
• They have limited access to makeshift schools in camps,
where the quality of education is inferior to that in regular
schools.
• Factors such as the availability of qualified teachers,
learning spaces, educational supplies, and overall
security greatly affect their learning opportunities.
3. Mental Health Challenges:
• These children face severe threats during their
journeys, with or without their parents.
• Their immediate concerns are finding food and
safe shelter, which takes a toll on their emotional
and mental health.
• Access to psychiatric care is often lacking in
refugee camps and temporary shelters.

4. Violation of Rights:
• The circumstances faced by these children
constitute a violation of their inherent rights,
essential for their growth and development.
• They are particularly susceptible to the adverse
effects of their situations, making it imperative to
advocate for their rights and well-being.
CHILDREN AT RISK

This lesson defines "children at risk" based on


the Juvenile Justice and Welfare Act of 2006 in
the Philippines. A child at risk is defined as a
person under 18 years old who is vulnerable
and at risk of committing criminal offenses due
to personal, family, and/or social conditions.
The lesson aims to educate about the various
situations that categorize a child as being at
risk, according to RA 9344.
SITUATIONS THAT PUT A CHILD AT
RISK
1. Experiencing Abuse:
• Refers to the four types of abuse discussed in Lesson 19, where
parents or caregivers fail to provide proper protection for the child.

2. Exploitation:
• Child exploitation involves using children for profit, often resulting
in harmful treatment that damages their health.
• This includes sexual exploitation (e.g., child pornography,
prostitution) and economic exploitation (e.g., child soldiers,
domestic work).

3. Abandonment or Neglect:
• According to Republic Act 9523, an abandoned child is one who has
not received care for at least three consecutive months.
• A neglected child is one who has not received their basic needs for
three consecutive months.
4. Out-of-School Youth
• In 2016, World Vision reported that 9% of Filipinos aged 6-24 years were not in school,
equating to 3.6 million children.
• This lack of education significantly hinders their quality of life and potential, making them
vulnerable to exploitation and abuse, primarily due to financial constraints.

5. Street Children
• UNICEF categorizes street children into two groups:
• "On the street": Children earn a living through begging or selling products but return
home at night. They are at risk of abuse and exploitation while trying to survive.
• "Of the street": Children live on the streets with other children or homeless adults and
are completely on their own, facing severe risks of violence, exploitation, and neglect.

6. Children in Conflict Zones


• Republic Act No. 11188 provides special protection for children in armed conflict, defining
them as those under 18 years old who are involved in or affected by armed conflict.
• Save the Children (2019) reports that there are 1.8 million children living in conflict zones
in the Philippines, exposing them to violence, trauma, and the risk of recruitment as child
soldiers.
THANK
YOU

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