Children coming from marginalized families are often neglected in a classroom even when they perform well. Which of the following set of reasons are responsible for such behaviour in a classroom?  i. Teachers are often prejudiced towards children belonging to marginalized groups. ii. There is a lack of sensitization among the peers towards diversity and the social context of such children. iii. Children from marginalized groups are denied education under the Right to Education Act 2009.

Children coming from marginalized families are often neglected in a classroom even when they perform well. Which of the following set of reasons are responsible for such behaviour in a classroom?  i. Teachers are often prejudiced towards children belonging to marginalized groups. ii. There is a lack of sensitization among the peers towards diversity and the social context of such children. iii. Children from marginalized groups are denied education under the Right to Education Act 2009. Correct Answer (i) and (ii) only

A group/Family that is socially, and culturally located at the periphery of society means that it does not enjoy the privileges or advantages as that of the group which is situated In the center of the core of society. Therefore, a marginal group/family suffers from multiple deprivations. These deprivations may have social, cultural, religious, economic, and political aspects. The access of the marginal families to the various aspects of society is much less in comparison to that of the groups located at the core of the society. 

Key Points

 There are many reasons show neglection of the marginalized family and students in the classroom-

  • Gender stereotypes, make the differences in the classroom among the students or between teachers and the students.
  • If teachers are prejudiced toward children who belong to marginalized families.
  • Students lack awareness of Diversity.
  • So option (3) is the correct answer.

Important Points There are many ways to remove the difference between marginalized families students and the core families students-

  • Inclusive Education- Inclusive education is the way in which all the students which are differing by their Race, caste, color, cognition, physical abilities/disabilities, and economic background, are learning under the same roof, which makes a bond among the students and removes the marginalized gap between them.
  • Progressive education-  In Progressive education, all the students are involved in the different types of activities, they learn by " Learning by doing", which helps the student to remove the marginal gap between them.

Hint

  •  According to RTE (Right to education) 2009, Each and every student from age group 6 to 14 has an equal right to take education.
    • It never dined students who belong to marginalized groups to take part in education, Although it gives them equal right to them to become litterate.

Related Questions

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?