Concept of marginalization

MEANING AND CONCEPT OF MARGINALIZED CHILDREN

Introduction

                      Marginality is an experience that affects millions of people throughout the world. People who have undergone marginalization have relatively little control over their lives, and the resources available to them. This results in making them handicapped in delving contribution to society. A vicious circle is set up whereby their lack of positive and supportive relationships means that they are prevented from participating in local life, which in turn leads to further isolation. This has a tremendous impact on development of human beings as well as on society at large. As the objective of development is to create an enabling environment for people to enjoy a productive, healthy, and creative life, it is important to address the issue of marginalization.

Meaning    

In general, the term ‘marginalization’ describes the overt actions or tendencies of human societies, where people who they perceive to undesirable or without useful function, are excluded, are i.e. marginalized.

A marginalized group is a community that’s confined to the lower or peripheral edge of the society. Such a group is dented involvement in mainstream economic, political, cultural and social activities.

                        Marginalization deprives a large majority of people across the globe from participating in the development. It is a complex problem, and there are many factors that cause marginalization. This complex and serious problem need to be addressed at the policy level.

Definition   

v ‘Marginalize’ means relegate to a lower or outer edge, as of specific groups of people.

       -Collin Dictionary.

v ‘To marginalize a group of people means to make them feel isolated and unimportant.’

-        Co builds Dictionary.

-         

v ‘‘To be marginalized is to be placed in the margins and thus excluded from the privilege and power found at the center.’’

                                                               -The Encyclopedia.

v “Marginalization is the process whereby something or someone is pushed to the edge of a group and accorded lesser importance. This is predominantly a social phenomenon by which a minority or sub-group is excluded, and their needs or desires ignored.”

v “Marginalization is a form of acute and persistent disadvantage rooted in underlying social inequalities.”

                                                             -Education for All Monitoring Report.

v “Marginality is being outside the mainstream of productive activity and or social reproductive activity.”

                                                              -Peter Leonard.      

Concept of marginalized children

                        Marginalization has aspects in sociological, economic and political debates. The forms of marginalization may vary-generally linked to the level of development of society: culturally and as importantly with relation to economics. In nations such as India there is also the problem of the marginalization of dalit people, tribal’s, and backward castes and communities. Examples of suitable forms of marginalization would be selective hiring in various industry, or discrimination against candidates for unemployment on the basis of religion, origin, sexuality or sexual orientation, or on medical grounds. The effects of marginalization are immense. Those who are marginalized generally suffer from a crisis of identity. Social marginalization is the social disadvantage and relegation to the fringe of society. It is a term widely used in Europe.

Conclusion

            The pertinent question therefore is where do the marginalized groups stand today? Though there has been some important in certain shapes and some positive changes, the standard for the living of marginalized communities has not improved.

Bibliography

Periannan, G. (2017) .  Childhood  and Growing Up.

            Chennai: Vanitha Pathippagam.

Nagarajan, K. (2002). Educational   Psychology. Chennai:

            Ram Publishers.

Retrieved from,

 https://www.scribd.com/mobile/document/333714474/

          . marginalized-children-issues-and-concerns

Retrieved  from ,

http://www.studynotes.com

                   

course 4 teamteaching

INTRODUCTION 

            The fundamental order in learning a language is listening, speaking, reading and writing. Experience tells that words and sentence patterns are fixed in the mind of the child through the process of listening and speaking. But reading is only a means of fixing more firmly what has already been fixed by listening or speaking while teaching children to read, we have three main objects in view. First we have to give them full control over the words and patterns. Secondly we have to put them in possession of the power of gaining pleasure and joy from the printed page. Thirdly we aim at giving our pupils a technique, accurate enough to turn the cold print into correct sound. Only by reading we can improve our listening, speaking as well as writing skills. A medium of instruction is a language used  in teaching. It may or may not be the official language of the country or territory .It is the first language of student and is different from the official language. It may be used as the medium of instruction part of all schooling.

MEDIUM OF INSTRUCTION IN THE CLASSROOM.

 The Question of which medium of instruction to use and the impart on learners and learning, is a complex one. It is useful to consider how the language used supports the aim of the Class. For example.

It may fit the aim to give all classroom instruction in English in a low lovely class, because this is use full exposure to new language and will be learnt, but explaining the methodology behind an activity to the same group might be done in L1. the primary functions of school education is to help each and every students pursues all-round development so as to enhance his /her personal qualities and Nurture multifarious talents for the community. Hence, school should provide a favorable learning environment to cater for the different abilities and aptitudes of students so that they can develop to their fullest potentials and attain all round development.

 THE MEDIUM OF INSTRUCTION

            MOI is a highly significant tool for learning.

            Based on evidence from research on language and learning .It is advisable to use the first language or close language as medium of instruction in first three classes.

MOTHER TONGUE AS THE MEDIUM OF INSTRUCTION

·       Mother  -tongue teaching has positive effects on students, learning.

·       Most Student prefer learning in the mother tongue.

·       Students learning in the mother tongue generally perform better than their counterparts using English as medium of instruction (Mol)

ENGLISH LANGUAGE AS THE MEDIUM OF INSTRUCTION

          Colleges hawing English language as medium instruction are found throughout the country .As even after independence It was view by leaders and educationists that knowing and using English language will be an additional advantages for Indians in modern but globalised world.

            The following reasons are given by Mowlana Abdul kalam Azad (1974) that English language is an international language , like language ,important ,for social mobility essential for personal growth and development .essential for personality development ,essential for higher studies, library language has wide and rich literature ,essential for getting better jobs colleges having  English as the medium of instruction.

SIGNIFICANCE OF MEDIUM OF INSTRUCTION

·       In Multilingual country like India problem of medium of instruction is major problem because every state wants to have its regional language as the medium of instruction.

·       Whereas Some nationalist argues Hindi, being the national language should be the medium of instruction

·       Educationist having faith in globalization and technical development advocate that education received through English medium can lead to faster and more rapid growth.

READING COMPREHENSION

                  Reading comprehension refers to the ability to understand information presented in written form. While this process usually entails understanding textbook assignments, reading comprehension skills also may affect one’s interpretation of directions on exams, labs and homework assignments and completion of job applications or questionnaires.

                                         Comprehension is acquiring meaning from the text. Comprehension is a complex higher level skill. Obviously, comprehension is critically important to the development of a student’ s reading. Comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text. Vocabulary development  critical to comprehension.

COMPONENTS OF READING COMPREHENSION

v Decoding

v Vocabulary knowledge

v Grammatical awareness

v Listening comprehension

v Programmatic skills, which help to make inferences about intended by the writer meaning and thus interpret the text appropriately.

v General knowledge

v Comprehension of  monitoring

v Working memory

FACTORS RELATED TO POOR READING COMPREHENSION                                 Disinterest, struggling with decoding individual words ,  visual  processing disorder and  limited vocabulary can cause poor reading comprehension. When kids don’t understand what they read, it affects their ability to succeed in school.                                         

 CAUSES FOR POOR READING COMPREHENSION                                                 

v DISINTEREST AND BOREDOM                                                                                                               Disinterest and boredom causes children not to pay attention to what they’re reading. Other’s are disinterested in what they’re reading because it doesn’t relate to anything they care or know about.

v DECODING INDIVIDUAL  WORDS              

                                  Decoding individual words slows down or prevents reading comprehension. If the assigned material includes too many words a child doesn’t know, they will focus on decoding rather than understanding. Many will simply give up trying to read what’s assigned.

v ORAL LANGUAGE DEFICIT

                                   Oral language deficit is often associated with poor reading comprehension. Children with limited vocabulary and oral reading fluency will have difficulties understanding written text. Recent research has shown that ‘’spoken language training seems to have resulted in a generalized improvement in the kid’s ability to understand language’’

v WORKING MEMORY DEFICIT                                                                                                                Working memory deficit occurs with kids who can’t remember what they have read long enough to talk about it or explain the story immediately after reading. It’s common with kids ADHD [Attention Deficit Hyperactivity Disorder].

v VISUAL PROCESSING DISORDER

                                    Visual processing disorder affects students reading comprehension, they skip words or lines. They may also be unable to judge depth, distance, reverse letters and numbers. Children with visual perception problems usually have poor eye hand coordination. Visual processing disorder can affect not only reading but also motor skills.

v POOR MEMORY SKILLS

                  Poor memory skills affect learning including reading comprehension. Researchers  at  Vanderbilt university have  recently  been  investigating  specific reading  comprehension deficits .They’ve discovered  from brain scans that kids with dyslexia  abnormalities in a different part of the brain than kids who have poor reading comprehension.                                                                                                                                 

v APHASIA AND DYPHASIA

    Aphasia and dysphasia, which are caused by brain injury, tumor, or a virus, can cause difficulties in reading comprehension. These children will also have speech problems.

v POOR VISUALIZATION

                    Visualization is the unlimited key for the reading comprehension. It all of the above is fine, and in many cases it is, then what can go wrong is that the person does not have good visualization skills.

v POOR VOCABULARY

                        It person has a poor vocabulary, it can greatly affect the reading comprehension. This is also called as prior knowledge deficit. 

WAYS TO DEVELOP READING COMPREHENSION SKILL

1.     OVERVIEW MATERIAL BEFORE STARTING TO READ

                   Use various techniques to focus on the material before begin reading. Basically we think about the material before reading. Before the student begins reading, providing statements to direct the student toward what they will be reading.

2.     HELP THE STUDENTS UNDERSTAND THE STRUCTURE AND ORGANIZATION OF WRITING

                               By recognizing important fundamentals about the structure and organization of writing, the student is better able to extract  the important material and achieve better comprehension.

3.     HELP THE  STUDENT  LEARN TO IDENTIFY AND EXTRACT THE MAIN IDEAS

                             The ability to find, identify, extract and understand main ideas is critical to no just reading comprehension but to educational objectives. Outlining can be highly effective tool for helping students identify main points.

4.     STOP OR PAUSE THE STUDENT DURING THE READING TO THINK ABOUT AND PROCESS THE MATERIAL

                              Stop at appropriate paragraphs and ask specific questions that makes the student think about what they are reading. Once again design questions to help the student think about specific aspects of the text. Ask both direct informational as well as more advanced interpretative questions.

5.     SELF MONITORING

Self monitoring is where the reader checks themselves and recognizes if they understand the material. The goal is for the student to develop self awareness of his or her comprehension. The students need to ask themselves at the end of each paragraph ‘Do I understand this material’ .

6.     Read a variety of materials. Do not limit yourself to text books.

7.     Read a fairly long portion of the material.

8.     Circle unknown or unfamiliar words as you read.

9.     After reading, recall as much of the information as possible. Then check the accuracy and completeness of your recollections.

10.  Considering how interesting the subject matter is and how much you already known about the subject.

11.  Underlining key words

12.  Kinesthetic reading

13.  Stopping at predetermined reflection points

14.  Visualizing yourself as a reader

15.  Reading inductively

16.  The special reading place

17.  Reading aloud to someone or someone reading aloud to you

18.  Marginal notes; Talking with the text

19.  Play word games

20.  Read aloud everyday

CONCLUSION

            In each and every class, we need a particular medium of instruction for studying appropriate lessons. Sometimes it is different from our mother tongue such as learning in English medium. Like this, reading comprehension is also an essential part in the teaching and learning process. There are so many reasons for poor reading comprehension. In order to overcome the obstacles in reading comprehension, we must follow certain steps. The above mentioned are some of the ways which is helpful for developing our reading comprehension.

BIBLIOGRAPHY

Balakrishnan, V.(2016). Course material for B.Ed. Chennai: TNTEU.

Bindhu, K. (2017). Language across the curriculum. Chennai: Samritha Publications.

Khatri, P.P. (2005). Teaching of English. Ludhiana: Tandon Publications.

Kleiser, G. (2010). Improve your English. New Delhi: A.P.H. Publishing Corporation.

Social Inequity

SOCIAL INEQUITY IN SOCIETY

Introduction

Human societies vary in the extent to which social groups as well as individuals have unequal access to advantages. Rousseau had made a distinction between natural and social inequality. The former emerge from the unequal division of physical and mental abilities among the members of a society. The latter arise from the social entitlement of people to wealth or economic resources. Social divisions exist in every society (country). But India’s social inequalities are a unique one. Social status, responsibilities, socio religious privileges and occupational position have been determined by birth. Hierarchy, stratification, class divisions are notions used by anthropologists, sociologists, and political scientists to describe and denote social inequality.

Social Inequity – Definitions

v “Social inequality is the existence of unequal opportunities and rewards for different social positions or statuses within a group or society. ’’

v “When unequal opportunities or rewards exist in a society for people of different social status or position, it is called social inequality. ’’

v “Social inequality occurs when resources in a given society are distributed unevenly, typically through norms of allocation that engender specific patterns along lines of socially defined categories of persons’’.

Social inequality

It is regrettable that the Indian society is full of social inequalities. These have been formed on the basis of religion, class and region which keep the interest of their community. In politics, religion and caste are dominant in our country. This can be clearly seen during our elections.

              Areas of social inequality include access to voting rights, freedom of speech and assembly, the extent of property rights and access to education, health care, quality, housing, travelling, transportation and other social goods and services. Apart from that it can also be seen in the equality of family and neighborhood life, occupation, job satisfaction and access to credit. If these economic divisions harden, they can lead to social inequality.

Types of Social Inequality

Basically there are five types of social inequalities.

v Political Inequality

v Income and Wealth Inequality

v Life Inequality

v Gender Inequality

v Caste Inequality

Conclusion

A large number of people in India are still excluded from the educational system and hence cannot participate meaningfully in the economic, social, political and cultural life of their communities. The main reason behind it is the impact of social inequality. Only through social equality and harmony we can develop our nation as well as our people.

 Bibliography

Chaube, S., & Chaube, A. (2008). Philosophical and sociological foundations of education.

             Agra: Vinod  Pustak Mandir.

Bhatnagar, B.,& Saxena, A. (2005). Development of educational system in India.

            Meerut : Lal Book Depot.

Subramanian, P.(2016). Course material for  B.Ed.Chennai:

           Department of  Educational  Planning and Administration.

Retrieved from,

             www.study.com

Retrieved from,

            www.collinsdictionary.com

Social Oriented Curriculum

SOCIAL ORIENTED CURRICULUM  FOR SOCIAL RECONSTRUCTION

INTRODUCTION

                   Social reconstruction is a philosophy focused on achieving social change. It strives to achieve social change, justice and equity by changing the various social systems upon which society rests. It is based on two major understandings.

·       First, society is likely to develop systems that marginalize and dominate others and thus need to change.

·       Secondly, achieving this change requires both creating a system that serves as a change agent and is open to changing it’s own purposes and structures as the social contexts in which it exists naturally evolve.

SOCIAL ORIENTED CURRICULUM

             Social Reconstructionist educators, who support a social oriented curriculum believe that education is mass produced and educational curricula should not focus primarily on knowledge acquisition only.

SOCIAL ORIENTED CURRICULUM; DEFINITION

v Social oriented curriculum focuses on student experience, critical thinking and the talking of action on very real social problems like hunger, discrimination, poverty, violence and war.

v Social oriented curriculum states that people can individually and collectively create social change and feel that this empowerment begins in our schools.

v Social oriented curriculum restructures educational systems with the aim that students come out better prepared to both recognize and to manage the issues, ideologies, problems and values in the society.

PRINCIPLES OF SOCIAL ORIENTED CURRICULUM

1.     Social oriented curriculum is based on ‘ Social Reconstruction Ideology’ .

2.     Curriculum is viewed from social perspective.

3.     It is assumed that our society is unhealthy and its survival is threatened, because the usual devices developed by the society are incapable of doing their work.

4.     Social Reconstruction Ideology assumes that something can be done to keep society from destroying itself.

5.     Education is means to solve society’ s problems.

6.     Educate the students to make them analyze themselves in relation to society , see and understand the problems of society.

7.     Develop a vision of a better world based on social justice and actualize that vision.

8.     To save our society we must develop a vision of a better society and try to reconstruct our society.

9.     Education has the power to educate people to understand and analyze social problems, envision a world were problems don’t exist and so as to bring that vision into life.

ACTIVITIES IN SOCIAL ORIENTED CURRICULUM  FOR SOCIAL RECONSTRUCTION

1)     Student inquiry and questioning and meaningful dialogue to build a foundational awareness of various major social issues.

2)     Community based learning and outside the classroom experiences are given importance in the educational experience.

3)     Activities that promote self development and realization of a humanizing understanding of others.

4)     Group discussion is a social means of educating a group of persons.

MAIN FOCUSES OF SOCIAL ORIENTED CURRICULUM

Ø  Racism

Ø  War

Ø  Sexism

Ø  Poverty

Ø  Pollution

Ø  Worker exploitation

Ø  Climate change

Ø  Corporate exploitation

Ø  Crime

Ø  Political corruption

Ø  Population exploitation

Ø  Energy shortage

Ø  Illiteracy

Ø  Inadequate health care

Ø  Unemployment

SOCIAL RECONSTRUCTION THROUGH SOCIAL- ORIENTED CURRICULUM

Reconstructionists feel that the curriculum should address contemporary social problems and even social action projects aimed at reconstructing society. They interested in the relation of the curriculum to social, political, and economic development of society, believe that through the curriculum educators will effect social change and ultimately create a more just society. Brameld outlined the major features of this approach to curriculum. He noted that reconstructionists were committed to creating a new culture. Brameld was conceived that in the midst of a revolutionary period, the times demanded that educators harness the school for social reconstruction. The continuing problems at the national and global level war, poverty among affluence, crime, racial conflict, unemployment, political oppression and disregard for the environment all called for a major shift in society.

            If society was to survive, it would be because the common people in the industrial system and the public service system would gain control. Once in control , these persons would release and equitably use society’ s resources to solve the problems of democracy. Brameld placed the working people in a new sense of collective strength, in control of all principle institutions and resources. This was necessary if the world was to become genuinely democratic. He challenged teachers to join forces with these organized working people.

            Brameld also believed that the school should help the individual to develop as a social being  and also a skilled planner of the social reality. The individual must come to learn that he\ she must satisfy his \ her personal needs through social consensus. The schools not only had this obligation to educate children in the value of the collective they also needed to point out the urgency for the change.

            The fact that reconstructionists’ stress the notion of change and the needs to plan for tomorrow bring in mind a series of pressing questions.

SOCIAL RECONSTRUCTION CURRICULUM

          The social reconstruction curriculum has the primary purpose of engaging the learner in analyzing the many severe problems confronting human kind. However, the exact content and objectives are to be decided by those who actually create such a curriculum. The curriculum is to engage the students in a critical analysis of the local, national and international community.

ADVANTAGES AND SHORTCOMINGS OF SOCIAL ORIENTED CURRICULUM

1.    There are two primary arguments for socially centered curriculum designs ; they can directly contribute to the needs of the society for concerns and are therefore of great significance and interest to the students.

2.    The advocates of this approach believe that curriculum workers should organize learning experiences in terms of the major activities of mankind as he lives in culture. Thus this approach provides for learning experiences that are closely related to the life activities of the learner.

3.    It is more likely that under this design the school would utilize a great deal of real experience, providing a wide variety of learning activities outside the school itself. Therefore , the learning experiences are more significant and meaningful to the learner.

4.    The approach contributes directly to the obligations of the school. Since the school has a primary responsibility to perpetuate the basic social values held by the society, the advocates of this design feel that it best enable the school to discharge this obligation.

5.    This approach provides for better integration of learning experiences since the units of study would utilize whatever specialized aspects of subject matter might be pertinent to the problem under consideration.

CONCLUSION

          Social oriented curriculum is important and relevance in the present day context, because our society is filled with a lot of social, economic, and political problems. In order to eradicate these problems, we must possess a social oriented curriculum in our education system.

BIBLIOGRAPHY

Suma, S. (2016) . Understanding disciplines and subjects. Chennai : Smrithi Publications.

Balakrishnan, V.(2016) .Course material for B.Ed. Chennai : TNTEU.

Curriculum theories in urban education. Retrieved from , www.weebly. com.