Unit IV
Inequality, discrimination and marginalisation in education
Social
inequity in society
Causes
for inequality, discrimination and marginalization in education
Social equality
Social equality is a
social situation where everyone in the society is treated equally. They have
equal Civil Rights, Freedom of Speech Rights, Property Rights, Right to Vote
and equal access to social goods and services.
Definition
of Social Inequality
Social inequality is the existence
of unequal opportunities and rewards for different social positions or statuses
within a group or society. Although the United States differs from most
European nations that have a titled nobility, the U.S. is still highly
stratified. Social inequality has several important
dimensions. Income is the earnings from work or investments,
while wealth is the total value of money and other assets minus
debts. Other important dimensions include power, occupational prestige, schooling,
ancestry, and race and ethnicity.
Causes
for inequality, discrimination and marginalization in education
Inequality
Inequality
refers to the difference between the rich and poor, the have and have-nots. It is shown by people’s different positions within
the economic distribution like wealth, pay and income. The uneven and unfair distribution of opportunities
and rewards that increase power, prestige, and wealth for individual group
and society
Discrimination
Discrimination
is the unfair or prejudicial treatment of people and groups based on
characteristics such as race, gender, age or sexual orientation.
Discrimination means treating a person unfairly because of who they
are or because they possess certain characteristics. If you have been treated
differently from other people only because of who you are or because you
possess certain characteristics, you may have been discriminated against. The
Equality Act 2010 highlights 9 protected characteristics: Age, Gender, Race,
Disability, Religion, Pregnancy and maternity, Sexual orientation, Gender
reassignment, Marriage and civil partnership
Marginalization
Marginalization is a multidimensional process that denies
opportunities and outcomes to those ‘living on the margins’, while enhancing
the opportunities and outcomes for those who are ‘at the centre’. Caste and
class prejudices, in many societies across the globe, exclude many communities
and hinder their effective participation in economic and social development.
Causes
for inequality, discrimination and marginalization in education
Economic causes:
The low economic remuneration received for certain work activities may be a
factor leading to economic inequality. Many parents simply cannot afford to send their children to
school and are dependent on their workforce to ensure the survival of the
family. The distance to schools is also considered a huge barrier for
Marginalized children, and a significant part of the explanation for the low
enrolment rate and the high dropout rate.
Ethnic causes:
The ethnic population to which the individual belongs may determine how he or
she is treated. Xenophobia and racial discrimination are often associated with
this type of social inequality.
The forms of structural discrimination and abuse that children face in schools
are often so stigmatising that they are forced to drop out of school. One of
the main issues is the discriminatory practices conducted by teachers, which
may include corporal punishment, denial of access to school water supplies,
segregation in class rooms, and forcing Ethnic children to perform manual scavenging on and around school
premises.
Cultural causes: Differences in
education and access to information can also be determinant in the origin of
social inequality.
Marginalized children face discriminatory attitudes from fellow students and
the community as a whole, in particular from higher caste members who perceive
education for Marginalized as a threat to village hierarchies and power
relations. The so called cultured people not tolerate the enjoyment of human
rights and fundamental freedoms, in particular concerning access to public
functions, employment and education of the marginalized.
Gender causes:
Inequality between men and women is a reality that has existed throughout the
history of humanity and that despite the fact that in the present era,
many achievements have been made in favor of women, there are still societies
in the world where women have an unfavorable status with respect to men.
Political causes:
A system of government that does not represent all sectors of society can
result in unequal treatment of its citizens.
Marginalized people might be politically and legally ignored, excluded, or
neglected, and, therefore vulnerable. Marginality’ is demeaning, for economic
well-being, for human dignity, as well as for physical security. The people who
are marginalized are
outside the existing political system of protection and integration. This limits
their opportunities and means for survival.
Racial discrimination : Racial
discrimination includes discrimination on the basis of ancestry or physical or
cultural characteristics associated with a certain race, such as skin colour,
hair texture or styles, or certain facial features.
The critical role of language: Language and ethnicity are deeply intertwined. Having a
distinctive language is often a crucial element of personal identity and group
attachment. Just as a local language may be a point of association for members
of an ethnic group, it can also be an element in their marginalization. School
age children speak languages at home that are not recognized in schools or
official settings
Migratory labour of Marginalized : Migratory labour is another factor
that adds to the high dropout rates. Many marginalized people are landless and
are forced into migrant labour, as this is often the only way to ensure the
economical survival of their families. The continuous migration in search for
labor implies a frequent disruption of the marginalized children’s education
and makes them incapable of keeping up with the academic advancement of other
children
Incapable situation of the
Marginalized students :The
indirect discrimination by teachers, such as neglect, repeated blaming, and
labeling of Marginalized students as weak performers, lead to social exclusion
of Marginalized students in schools. The consequence was irregular attendance
in classroom, less concentration in studies, less participation in school
activities, lower performance, failure, and school drop-out. Additionally,
Marginalized children face discriminatory attitudes from fellow students and
the community as a whole, in particular from higher caste members who perceive
education for Marginalized as a waste and a threat. This is linked to a
perception among some higher caste people that educated Marginalized pose a
threat to village hierarchies and power relations, and that Marginalized are
generally incapable of being educated
Recommendations
for Government:
1.
Governments
should adopt special measures in favor of descent based groups and communities
in order to ensure their enjoyment of human rights and fundamental freedoms, in
particular concerning access to public functions, employment and education.
2.
National
and local governments should take effective measures to reduce dropout rates
and increase enrolment rates among children of affected communities at all
levels of public and private schooling.
3.
Governments
should take concrete steps to eradicate the existing prevalence of caste-based
discrimination in schools, including stereotypical and demeaning references in
e.g. school books; ensure inclusion of children of affected communities in
schools; and disseminate general information about the importance of
non-discrimination and respect for affected communities in the entire education
system.
4.
Governments
should take all necessary measures to remove obstacles, including child labor,
which keep children from regular full time education. Governments should also
pay particular attention to the need of providing adequate education to
illiterate children and adults who have not had any formal education.
5.
Governments
should enable and improve educational and professional training for
marginalized girls and boys so they can move to other professions of their own
choice.
6.
National
and local governments should promote a public campaign to raise awareness both
among the public and among government officials, teachers, and media
practitioners on discrimination based on work and descent. Areas of attention
should not only include the print and broadcasting media but also alternative
avenues of information dissemination, such as local oral information through
theatre, songs, etc. as well as information via the internet.
Types
of inequity: Caste, Class, Gender, Regions
Inequity by caste
Meaning
of caste: Derived from Spanish word ‘casta’ which means race or breed. It is
the integral part of traditional Hindu
social organization.
Classification
of Castes in Caste System
·
Brahmin:- Brahmin is a varna in Hinduism
specialising as priests, teachers and protectors of sacred learning across
generation.
·
Kshatriyas:- The kshatriya constituted
the ruling and military elite. Their role was to protect society by fighting in
wartime and governing in peacetime.
·
Vaishya:- Hindu religious refers
Vaishyas to traditional roles in agriculture and cattle-rearing but over time
they came to be landowners, traders and money-lenders.
·
Shudra:- Shudra is the fourth Varna. It
performs the functions of serving the other three varna.
Inequalities
caused by Caste System
·
Violates fundamental rights
·
Creates disharmony and leads to
conflicts
·
Responsible for groupism
·
Minority caste division
·
Social status is low due to narrow
minded people
·
Lack of opportunities due to migration
·
Ill treatment to lower castes
Measures
to control casteism and acts prohibited to caste discrimination:
·
Awareness must be raised
·
Programmes should be conducted
·
Policymakers must work towards equitable
distribution
·
Inter-caste marriages and social
interactions
·
Youths initiative towards social
awareness
·
Fuelling tension by political parties
should be banned
·
Education and entitled fundamental
rights
To
fulfill the Constitutional mandate several other Acts were also passed by the
Parliament to end the exploitative and discriminatory practices against so -
called lower castes Following are some ACTS to control casteism and acts
prohibited to caste discrimination :
·
Protection of Civil Rights Act, in 1976
·
Prevention of Atrocities Act, 1989
·
The Provision of Employment as Manual
Scavengers and Their Rehabilitation Bill, 2013
The
caste system is deep - rooted in its socio - culture and religion. Some youths discarding social norms and cannot
abolish caste system completely. Law can
provide protection from exploitation but not attitudinal change in upper castes.
Now youth are the only hope for a change in society
Inequity by class
In modern western societies, inequalities
are often broadly classified into three major divisions of social class: upper
class, middle class and lower class. Each of these classes can be further
subdivided into smaller classes (e.g. “upper middle”). Members of
different classes have varied access to financial resources, which affects
their placement in the social stratification system.
Class, race, and gender are forms of
stratification that bring inequality and determine the difference in allocation
of societal rewards. Occupation is the primary determinant of a person class
since it affects their lifestyle, opportunities, culture, and kind of people
one associates with. Class based families include the lower class who are the
poor in the society. They have limited opportunities. Working classes are those
people in blue-collar jobs and usually, affect the economic level of a nation.
The Middle classes are those who rely mostly on wives’ employment and depend on
credits from the bank and medical coverage. The upper middle class are professionals
who are strong because of economic resources and supportive institutions. Additionally,
the upper classes usually are the wealthy families who have economic power due
to accumulative wealth from families but not and not hard earned income.
Inequity by gender
Gender
inequality refers to disparity between individuals due to gender. Gender is
constructed both socially through social interactions as well as biologically
through chromosomes, brain structure, and hormonal differences.
Some
of the factors responsible for gender inequality
·
Illiteracy:
Itinerancy is one of the factors responsible for gender inequality. According
to 2001 census of India. The literacy level in India is 65.38% in which the
male literacy level is 75.85% and female literacy level is only 54.16%.
·
Child
Marriage: Children specially the girls are married at a very
young age. This proves fatal for their overall development and have a negative
impact on their health, too.
·
Social
evils: Social evils like dowry system, sati system, are
also responsible for the low status of women.
·
Discrimination
against the girl child: The girl child is not treated
properly in the family. People still prefer the birth of a boy rather than a
girl. The girl child is basically trained for household work only. Even today,
female infanticide is a common social evil.
Types
of Gender Inequalities
There
are many kinds of gender inequality or gender disparity which are as follows:
·
Inequality
in Family : From birth, parents interact
differently with children depending on their sex. Polygamy is legal for Muslims
and it also exists to some extent among Hindus, particularly in cases where the
first wife has not given birth to any sons. The old Hindu traditions favored
men in matters of inheritance. Current Sex Ratio of India 2012 940 females for
every 1,000 males
·
Fatality
inequality: Parents wanting the newborn to be a boy
rather than a girl. Sex-selective abortion has become common in many countries.
·
Professional
or Employment inequality: men get priority in seeking job
than women.
·
Ownership
inequality: In many societies the ownership of
property can also be very unequal. For example, even though traditional
property rights have favored men in the bulk of India.
·
Household
inequality: the family arrangements can be quite
unequal in terms of sharing the burden of housework and child care. It is, for
example, quite common in many societies to take it for granted that while men
will naturally work outside the home
·
Special
opportunity inequality: Even when there is relatively
little difference in basic facilities including schooling, the opportunities of
higher education may be far fewer for young women than for young men.
Inequity by regions
Causes for regional inequality in India
- Geographic Disadvantage: Some regions have a geographic
advantage. These include minerals, water resources, forest resources etc.
Whereas some other places completely lack such resources, which places
these regions at a geographic disadvantage. Former regions grow while the
latter region lacks development.
- Policy: The big bang liberalization policy of 1991, favored
more to the capitalist class than the marginalized backward people. The
prevalence of crony capitalism in India helped industrialists to accrue
capital at the cost of skilling of labors. It widened the gap between poor
and rich and hence, regional inequalities.
- Political Instability and Security Issues: The regions at the tri-junction
of the Indian States, commonly identified as a ‘red corridor’ are the cancer
of Left-Wing Extremism. They are prone to violence and many developmental
activities get thrashed by the Naxalites. These regions continue to
underperform on many development indicators.
- Human Resource: A lot depends upon the quality of human resource.
For instance, the States such as Kerala, Tamil Nadu, Maharashtra etc has
higher literacy, quality of education and hence, these States have grown
rapidly. Whereas, Bihar, Uttar Pradesh etc lacked development.
- Historical Factors: Some States have inherited growth since the
British era. For instance, the current metro cities in India were
important colonial towns. The growth has just got spilled over from these
cities to nearby regions. Whereas, there are areas in India, where the
government is yet to reach.
Elimination
of social inequities through education
Education not only preserves the cultural traditions i.e.,
customs, traditions and values etc. of the society but also transmits them to
the next generation. Education fulfils the needs of the society and propagates
ideas which promote social changes in all fields of life.
Educational institutions do not just serve to certify knowledge. It is also a
fundamental institution for the promotion of equality. Education should
therefore develop scientific, cultural, social and personal skills that help
increase young people's self-confidence, enhance their capabilities, improve
their social, political participation and also eradicate social inequities. Following are the role of education to eliminate
social inequities.
Democratic
education
Education changes the outlook and the tradition approach
towards social and economic problems. It sharpens the skills and knowledge of
the children. Democratic
education is an educational ideal in
which democracy is both a goal and a method of instruction. It
brings democratic values to education and can include self
determination within a community of equals, as well as such values as
justice, respect and trust.
Special
Education
Mentally challenged and handicapped
students are educated through special learning methods, known as special
education. For a student to be admitted into a special education school he is
first evaluated on the various parameters of disabilities and accordingly, his
eligibility is determined. Special education gave confidence to stand on their
own leg
Vocational Education
Vocational education is education that
prepares people to work in various jobs. Vocational education is sometimes
referred to as career education.
The World Bank’s 2019 World Development Report on the
future of work suggests that flexibility between general and vocational
education particularly in higher education is imperative to enable workers to
compete in changing labor markets where technology plays an increasingly
important role. Vocational education prepares people to earn money
by which they raise their status. Given equal opportunity for general,
vocational, technical and professional education most citizens have equal
status in the society. Education is often considered as an equalizer.
Technical
education
Technical education helps in the process of industrialization which
results in vast changes in society. Hereditary occupational structure has been
replaced by occupation based on one’s own choice depending on one’s own
capacity, ability and talent. It eliminate the social inequities
Professional education
Professional education is an educational
process or program that develops individuals to acquire special competencies
for professional practice. Preparation of graduates by
university for specific professions such as archivists, librarians, teachers,
nurses, engineers and doctors. It also motivates the students to adopt new
pattern in order to remain dynamic and forward Looking. The ascribed status has
been replaced by achieved status.
Research
Research is creative and
systematic work undertaken to increase the stock of knowledge, including
knowledge of humans, culture and society, and the use of this stock of
knowledge to devise new applications."It is used to establish or confirm
facts, reaffirm the results of previous work, solve new or existing problems
and develop new theories. Many research must be undertake for social
equality. By which the superstition has been declined. People are becoming more
and more secular, rational and scientific in their outlook.
Training
Training is teaching,
or developing in oneself or others, any skills and knowledge that
relate to specific useful competencies. People within many professions and
occupations may refer to this sort of training as professional development. The
competency gave the student to face the society in easy way. Teachers
need training to challenge their attitudes to the marginalized and to equip
them to effectively teach children from a diversity of backgrounds
Human Rights Education
Education brings about awareness of legal provisions that the
marginalized can resort to in case of infringement of their rights. Human
Rights Education creates awareness about various schemes that
help to combat stratification. It is necessary to create egalitarian minds by
instilling human values. Education nurtures critical thinking, decision making
and such vital life skills that will help to fight the ill effects of
stratification.
Education
for marginalized groups: Dalits, tribals, and women
Meaning of
Marginalized Groups
Marginalization is a process that denies opportunities and
outcomes to ‘those ‘living on the margins’, while enhancing the opportunities
and outcomes for those who are ‘at the centre’.
Marginalized Groups were disadvantaged people
who struggle to gain access to resources and full participation in social life.
In other words, marginalized people might be socially, economically,
politically and legally ignored, excluded, or neglected, and, therefore
vulnerable.
The people who are Marginalized are
outside the existing systems of protection and integration. This limits their
opportunities and means for survival.
Types of
Marginalized Groups
Marginalization at the individual level results in an individual’s
exclusion from meaningful participation in society. Some broad types of
Marginalized Groups such as social, economic, and political have been
identified.
1.
Socially
Marginalized Groups: Socially
marginalized people are largely deprived of social opportunities. There are
those born into marginal groupings e.g., lower castes in India. Their social
networks are weak and vulnerable. This creates social isolation and limits
their participation in the development process.
2.
Economically Marginalized Groups: Economic marginalization” means
being unimportant to the economy. Some individuals or groups can be
marginalized from the rest of the economy. The sources and amount of their
income varies. Poverty and economic marginalization have both direct and
indirect impact on people’s health and wellbeing.
3.
Politically Marginalized Groups: Political marginalization does not
allow the group to participate democratically in decision making, and, hence,
they lose their right to every social, economic, and political benefit.
In every society, lack of political empowerment affects large sections of
people, including women, ethnic minorities, migrants, and disabled persons,
elderly.
Reasons responsible for Marginalized Groups
Exclusion:
Marginalized combines discrimination and social exclusion. It offends
human dignity, and it denies human rights. Caste and class prejudice, in many
societies across the globe, exclude many groups and communities, and hinder
their active participation in economic and social development.
Globalization:
Globalization has increased openness which has promoted development at the cost
of equity. It is viewed that globalization has enhanced the gap between haves
and have-nots and thus boosted marginalization.
Displacement:
The development programmes implemented by the government and increasing
construction of development projects consistently displace a massive number of
tribal, poor, and weaker sections. This results in marginalization of already
marginalized people.
Disasters-
Natural and Unnatural: Disasters are a global phenomena and a serious challenge
to development. Vulnerability is linked to broader social issues such as
poverty, social exclusion, conflict, education, health, gender issues and
marginalization.
Most vulnerable Marginalized Groups
Some
of the most vulnerable marginalized groups in almost every society are:
Women:
Under different economic conditions, and under the influence of specific
historical, cultural, legal and religious factors, marginalization of women can
be seen from their exclusion from certain jobs and occupations. Women belonging
to lower classes, lower castes, illiterate, and the poorest region have been
marginalized more than their better off counterparts.
People with Disabilities: People with disabilities have had to battle against
centuries of biased assumptions, harmful stereotypes, and irrational fears. The
stigmatization of disability resulted in the social and economic
marginalization of generations with disabilities, and thus has left people with
disabilities in a severe state of impoverishment for centuries.
Ethnic minority: A minority is a sociological group
that does not constitute a politically dominant voting majority of the total
population of a given society. It may include any group that is subnormal with
respect to a dominant group, in terms of social status, education, employment,
wealth, and political power. Every large society contains ethnic minorities.
They may be migrant, indigenous or landless nomadic communities, or religious
minorities that have a different faith from the majority.
Caste Groups:
Brahmins are on the top of the hierarchy and Shudras or Dalits or the Scheduled
Castes constitute the bottom of the hierarchy. The marginalization of Dalits
influences all spheres of their life, violating basic human rights such as
civil, political, social, economic and cultural rights. Literacy rates,
purchasing power and poor housing conditions among Dalits are very low.
Physical segregation of their settlements is common. However, in recent years
due to affirmative action and legal protection, the intensity of caste-based
marginalization is reducing.
Tribes: In India, the population of Scheduled Tribes is around
84.3 million and is considered to be socially and economically disadvantaged
group. They are mainly landless with little control over resources such as
land, forest and water. They constitute agricultural, casual, plantation and
industrial labourers. This has resulted in poverty, low levels of education and
poor access to health care services. In the Indian context the marginalized are
categorized as the scheduled castes, scheduled tribes, denoted tribes, nomadic
tribes, and other backward classes.
Problems Related to Education for Marginalized Groups
The challenge of poverty associated with disability: With an
estimated 1,027 million people, India is the world’s second most populated
country. India still has more than 260 million people living in poverty. This
is a syndrome that sets up barriers to the participation of persons with disabilities
in the normal routines and activities of the community, including regular
schooling.
The
challenge of modifying deeply held attitudes: Attitudes of the non-disabled are proving to be a major
barrier in the social integration of persons with disabilities. “The more
severe and visible the deformity is, the greater is the fear of contagion,
hence the attitudes of aversion and segregation towards the crippled”. Such
attitudes reinforced by religious institutions may militate against any
attempts to include students with disabilities into regular schools. For
example, Hindus believe that disability is a consequence of misdeeds performed
in the previous life (often referred to as the doctrine of Karma.
Dissemination
and public education:
People, including parents and school personnel, are largely unaware of the full
intent of the recent legislation passed by Indian Parliament. A large number of
school personnel are also not aware of funding available to include students
with disabilities in regular schools. There is some evidence that those
educators who are knowledgeable about government policies and laws concerning
integrated education tend to have positive attitudes toward implementing such
programs. There is also evidence when parents are knowledgeable and supportive
of integrated education; they tend to have a positive effect on school
personnel. Thus, unless people, especially parents of children with
disabilities and school personnel, are made knowledgeable about the various
provisions enshrined in the Act, the Central and State governments’ commitment
to providing integrated education will be in vain. Although some attempts are
being made to disseminate information about the Persons with Disabilities Act
to parents, to government officials and non government organizations, they have
been extremely limited in coverage.
The
challenge of providing adequate levels of training to key stakeholders: The majority of school personnel in
India are not trained to design and implement educational programs for students
with disabilities in regular schools. Most teacher training programs in India
do not have a unit on Disability Studies. The universities, which do cover some
aspects of special education in their teacher training programs, fail to train
teachers adequately to work in integrated settings
Inadequate
resources: The
majority of schools in India are poorly designed and few are equipped to meet
the unique needs of students with disabilities. The lack of disability friendly
transportation services and accessible buildings are considered by some to be
far greater problems than social prejudice and negative attitudes. Both the
Central and State governments will have to provide increased resources to this
aspect of education to ensure successful implementation of integrated practices
in schools.
Education
of the Marginalized Groups in the Indian
Context
The Education Commission 1964-66 in its report stressed on
the equalization of educational opportunity. One of the most important
objectives of education is to equalize opportunity enabling the marginalized,
backward or the underprivileged classes to use education for improvement of
their conditions. Policies on education 1968, 1986 and 1992 all stressed upon
speedy action for the promotion education of the sections of the society.
Mainstreaming
the Marginalized
Mainstreaming is the process, to integrate (a student
with special needs) into regular school classes. Efforts have been made to
reach education to all. However, there is wastage and stagnation in education.
There are economic, social and educational causes that hinder the education of
children coming from lower strata of society.
·
Incentives
to families to send their children regularly to schools till they reach the age
of 14.
·
Pre-metric
scholarships for all children regardless of incomes.
·
Continuous
micro planning and verification to ensure enrolment, retention and successful
completion of courses.
·
Remedial
measures to better their chances for further education and employment.
·
Recruitment
of teachers from scheduled castes.
·
Provision
of hostel facilities.
·
Location
of school buildings, balwadis, and adult education centres to facilitate
participation especially in rural areas, hill and desert districts or remote
and inaccessible areas.
·
Priority
given to opening schools in tribal areas with help of tribal welfare schemes.
·
Developing
curricula and instructional materials in tribal languages with facility to
switch to regional language. Also
·
The
curricula in the states to depict rich cultural identity of the tribal people.
·
Teacher
training to tribal youth with assured employment.
·
Residential
schools including ashram schools, anganwadis, non formal and adult education
centres to open on priority basis.
·
Incentive
schemes, scholarships for higher education with emphasis on technical,
professional and Para-professional courses.
·
Remedial
programmes to help overcome psycho-social obstacles.
The marginalized groups existing in society have
historically suffered deprivation in all walks of life in general and in
education in particular. Efforts have been made towards economic, social and
educational progress of the marginalized people of India. The examination
reforms have been suggested right from the time of independence by various
committees set up for the purpose There is great diversity in the population
and the government of India has passed regulations with respect to inclusion of
all irrespective of any kind of disability. There are efforts to provide equal
opportunities and inclusion of all in the process of education.
Not only are we aware of the vital role that education plays
in counteracting disadvantages over which people have little control, but also
its important role in shaping their opportunities for education and wider life
chances.
Protecting the rights of, marginalised and vulnerable
persons is probably the most overlooked and disregarded area of human rights
law. Marginalised groups are generally marginalised by society, making them
easy to ignore. Since they only ever represent a small percentage of the
population they lack the critical mass that is often needed to successfully
assert human rights claims. Furthermore marginalised themselves are often aggressive
towards each other.
