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Chapter 7 Marginalization in Education SPED

a discussion about chapter 7

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haninamacapanton
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41 views

Chapter 7 Marginalization in Education SPED

a discussion about chapter 7

Uploaded by

haninamacapanton
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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MARGINALIZATION

IN EDUCATION
Presented By :
Francisco, Ella
Godoy, Ruffa Mae
Macapanton, Hanina
Selga, Homer
OBJECTIVES
At the end of this lesson, the students should be
able to;
• Describe the theory of marginalization,
particularly in relation to special education, and
• Explain the difference between Marginalization
and Labelling.
SUMMARY OF THE STORY

Ica, an 8-year old girl who belongs to an indigenous group.


Her people has their own culture, language, and way of
living. But since she wants to be educated, she goes to
school that has a different culture than what they're used
to. In the school, other students make fun of her for the
way she looks and speaks. She also has a hard time learning
in school because she finds that the things taught to her
are vague and unfamiliar. In the end, Ica receives low
grades because of her experiences in the school.
THEORY OF MARGINALIZATION

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, 1966 as cited in
Messiou 2012).
THEORY OF MARGINALIZATION

Robert Park and Everett B.

Stonequist's analysis of the

'marginal man' focuses on an

individual who is born and

raised in one culture and is

immersed in a different

prevailing culture.
THE UNITED NATIONS DEVELOPMENT
PROGRAMME
The United Nations development programme of 1996
(as cited in Messiou 2012) defines
marginalization as "the state of being considered
unimportant, undesirable, unworthy,
insignificant, and different, resulting in
inequity, unfairness, deprivation, and enforce
lack of access to mainstream power.
THE UNITED NATIONS DEVELOPMENT
PROGRAMME
Marginalization in education originates from
culturally intense belief, values, and typical norms
that regulate recognition or acknowledgement of other
people within a specific social standard. It is a
"form of acute and persistent disadvantage rooted in
underlying social inequalities". The report also
states that those who are marginalized usually exhihit
lower levels of educational attainment. (UN Global
Monitoring Report 2010).
LABELLING AND MARGINALIZATION

Labeling refers to categorizing learners


into groups based on special needs or
challenges (Messiou, 2012). Intended to
provide supplemental resources and
support specific to learners’ needs.
STEPS TO REDUCE
MARGINALIZATION
• Teachers should recognize marginalization
and identify affected learners.
• Empower learners to acknowledge their own
situations without stigma.
• Schools must implement inclusive and
progressive strategies to address
marginalization.
ROLE OF EDUCATORS AND SCHOOLS

• Be mindful of how labeling impacts


learners.
• Prioritize inclusivity and equitable access
to resources.
• Create a supportive environment that
prevents exclusion.
CONCLUSION
In conclusion, marginalization in education arises from
social inequalities that lead to the exclusion and
disadvantage of certain groups. This often manifests through
the labeling of students based on perceived special needs,
which can reinforce stigma and limit opportunities. Teachers
play a crucial role in recognizing and addressing
marginalization by fostering an inclusive environment that
supports all learners. Schools must prioritize equitable
access to resources and be mindful of the impacts of
labeling. Ultimately, creating an inclusive educational
system requires a commitment to valuing diversity and
ensuring all students have the opportunity to succeed.
THANK YOU

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