Transcript Thr Right of Children to Belong File

Presenting how to Teach the Unit:
The Right to Belong:
by Rhonda Sofer, PhD.
Coordinator of TEMPUS Project
DOIT
Gordon Academic College of Education
of Haifa-Israel
LEARNING OUTCOMES
 Identify the relationship between exclusion
on different levels and children's right to
belong.
 Identify the educator's role in processes of
inclusion of marginalized communities.
 Describe the implications of marginalization
on children's well being and right to belong.
 Analyze the role of culture and identity in
the meaning of belonging.
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Dr. Hanan Maoz, Tempus-DOIT Project, Landuau, Germany
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PEDAGOGICAL APPROACHES TO
TEACH THE TOPIC
Interactive through asking a series of Questions
whose purpose is to have the participants
understand the importance of Belonging.
Then Bring in Theoretical Section: Evolutionary
importance of belonging for humans,
Psychological and Social Importance
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Dr. Hanan Maoz, Tempus-DOIT Project, Landuau, Germany
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PEDAGOGICAL APPROACHES TO TEACH THE TOPIC
Once the Importance of Belonging is Established….we then bring in
the topic of MARGINALIZATION---WHAT HAPPENS TO THOSE WHO
DO NOT BELONG
Also an interactive unit--- (asking which groups are marginalized in
your society.
Also theoretical-interactive : asking why are these groups
marginalized/ This brings us to the topics of processes that cause
and contribute to marginalization.
Finally—PRO-ACTIVE—ACCOUNTABILITY AND RESPONSIBILITY:
WHAT IS THE TEACHER’S ROLE IN ENABLING THE MARGINALIZED TO
BELONG
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Dr. Hanan Maoz, Tempus-DOIT Project, Landuau, Germany
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THE RIGHT TO BELONG
What Kinds of Groups Do You
Belong to? List at Least 10.
How can we categorize these groups?
We can categorize them according to how we can
become members of these groups.
We can categorize them according to their role they
play in our lives.
Think about your list of groups and think about the
role they play in your lives and how you became a
member of these groups.
Which groups do we “automatically” become a member of?
family?
neighborhood?
religion?
ethnic identity?
Which groups do we belong to in another way?
Do we all feel the same about belonging to these groups?
Do these groups have the same meaning and obligations for
each cultural group? For each individual?
FROM THE LIST OF 10 GROUPS IF YOU COULD
ONLY BELONG TO 5 GROUPS, WHICH 5 GROUPS
WOULD YOU CHOOSE?
What kinds of Groups were you willing to leave?
Why?
Why did you choose NOT to Leave those groups?
What role/s do those group play in your lives?
Sociologically have categorized Groups into two main groups:
Primary Groups and Secondary Groups (Charles Cooley 1909,
John Macionis 2002).
Characteristics of Primary Groups.
• Small intimate groups
• Strong solidarity, cohesion,
• Focus of identify and social integration
• Long-term diffused relationship
THE RIGHT TO BELONG
BELONGING IS BASIC TO HUMAN BEINGS:
The basic foundation to human identity
(knowing where and who you belong to).
Belonging is basic to physical and
emotional well-being .
Maslow 1968, Leary 1995, Bowlby 1965
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Psychological need for belonging
• Maslow 1968, Leary 1995, Bowlby 1965, and
others.
• Basic human nature—the desire to form
relationships.
• Research: Forming social bonds related to
mental well-being, happiness and positive life
outcomes ( McAdams 1986, Baumeister and
Twenge 2003)
What Does belonging to a group give us
(Functions)
Survival (Evolutionary)—Humans to survive need to belong to groups.
Security
Psychological needs—Maslow needs to belong one of his 8 human needs.
• Love
• Identity
• Although this varies among individuals, in general all humans have a need for
supportive, caring. Loving human interaction---without this-- according to
research leads to mental illness and depression.
Assess to Resources•Schools-education —one of the keys to mobility. Enables the individual to reach
his potential and find
•Jobs,
Humans are a Social Animal
From bio-social and evolutional perspectives of the human social
development---humans are a social animal and the process of their
survival and development was based on belonging to a group.
Humans needed to cooperate in order to get food, protection and
survive in their various environments.
Although the social evolution of humans has developed, the need to
belong and participate in a group is still necessary for an individual’s
survival and the continuity of the human species.
The nature of relationships have changed---but there is still a need to
belong
Belonging is basic to human beings
FROM AN EVOLUTIONARY PERSPECTIVE:
Humans needed to cooperate in order to get food,
protection and survive in their various
environments.
Provided Security
Continued the Human Species:
WHERE DOES THE CHILD HAVE THE
RIGHT TO BELONG TO?
1.FAMILY
2.State (citizenship)
3.Cultural and Social Groups: Schools
and Education.
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CHILDREN’S RIGHT TO BELONG
TO A FAMILY
CONVENTION OF CHILDREN’S RIGHTS:
The child, for the full and harmonious
development of his or her personality,
should grow up in a family
environment, in an atmosphere of
happiness, love and understanding.
WHY DOES A CHILD HAVE THE
RIGHT TO BELONG TO A FAMILY
?
Family’s Important Role for the Child:
Provide and care for physical well being
Provide and care of emotional well being
Provides child with a sense of belonging
Link to wider society: neighborhood, cultural, ethnic and religious
networks, health institutions, educational institutions and more.
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WHAT HAPPENS TO CHILDREN
WITHOUT FAMILIES?
Adoption, Foster or Institutionalization
Homeless Children
Exploitation of Children : Child Trafficking --child
labor, sexual exploitation and sexual abuse.
Between 15 and 20 million children
are working as slaves
An estimated 2 million children worldwide are sexually
exploited every year.
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THE RIGHTS OF A CHILD:
* TO SURVIVE,
*TO BE SAFE, AND,
*TO DEVELOP
ARE AT RISK—WHEN CHILD DOES NOT
BELONG
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ARTICLE 7 OF THE CONVENTION FOR CHILDREN’S RIGHT’S :
ALL CHILDREN HAVE THE RIGHT TO: A LEGALLY
REGISTERED NAME, OFFICIALLY RECOGNIZED BY
THE GOVERNMENT.
1. To Belong to a Country.
2. To have an Identity (NAME)
3. To be protected by the government and receive health care
and education.
4.
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What prevents us from belonging
to groups
List the various processes that prevent us from belonging to the different
types of groups we discussed last week?
What processes can prevent us from belonging to a family?
What processes can prevent us from belonging to other
groups—
1. Neighborhood groups?
1. Ethnic Groups?
2. Schools
3. Advanced classes in Schools.?
4. School Clubs?
5. Sports Teams?
6. Political Parties?
7. Universities?
8. Work?
9. Positions of authority or management in work?
The process(es) that preventing someone
to Belonging is known in sociological
terms as
MARGINALIZATION
TOPICS OF LECTURE:
Defining and Understanding Marginalization
Which groups are marginalized?
Results of Marginalization
Causes of Marginalization
Processes of Inclusion
European Commission:
Marginalization are those process that create inequalities and
the barriers to full participation in society,
Sociologists:
Define Marginalization as the processes in which individuals or
entire groups are prevented from equal access to resources,
opportunities and even their human rights.
How can a person or group be
marginalized or excluded
Political Marginalization:
Preventing individuals or groups from equal and fair
participation in politics and government (not enabling full
participatory citizenship).
Economic Marginalization
Preventing individuals or groups from equal and fair
participation in the economy and equal and fair access to the
society’s resources. (Poverty).
Social Marginalization
Preventing individuals or groups from equal and fair
membership in social groups of the society. (social prejudices
again groups leading to “outcasts).
WHO ARE THE MOST DISADVANTAGED OR
DISENFRANCHISED OF THE SOCIETY OR AT HIGH RISK
TO BE MARGINALIZED?
• girls and women, elderly and people with
disabilities.
• indigenous people
• ethnic minorities,
• poor households,
• people living in temporary-migrant
“settlements”
• rural populations,
• Nomadic groups
• populations those affected by armed conflict
• Homeless and street people/children.
Education for All Global Monitoring 2010
Marginalization and Social Exclusion
Burchardt et el (1999) “Individual is socially excluded if he or she
is geographically resident in society but for reasons beyond his
or her control cannot participate in the normal activities of
citizens in that society and would like to participate.
Axford 2008: 5 criteria must be met for an individual to be described as
excluded:
1. Must be a resident in that society (in order to be excluded from it).
2. The individual’s participation in that society must be diminished.
3. Relational factors: inadequate social participation, lack of integration and
lack of power.
4. The individual who wishes to participate is prevented from participating.
5. A state of ill-being and disablement.
Silver 2007: Consequence or Outcome of Social Marginalization
1.Prevents people or groups from contributing their potential to
their society
2.Prevents people or groups from participating fully in all
aspects of society
3.Contributes towards: social alienation and lack of
identification with society
4.Poverty
5.Health
6.Crime
7.Lower level of education and upward mobility
CAUSE OF MARGINALIZATION
Often those who are in POVERTY are largest marginalized group:
How to stop the cycle of poverty (Jensen 2000-Canadian
Policy Research Network Inc.)
1. Create training programs to enable people to have skills that are
relevant to the market.
2. Promoting Labor force participation---includes retraining, education
and economic support while learning.
Can the cycle of Marginalization be Broken?
Exclusion from the Mainstream:
Need to promote full citizenship, redistribute power and
resources among individuals groups and communities,
Creating real access to Labor force.
Promoting activities that promote social cohesion.
Jensen 2000
EDUCATION’S RESPONSIBILITY IN REACHING
THE MARGINALIZED: EFA Global Monitoring
Report 2010 (EFA2010)
The Convention on the Rights of the Child calls on governments
to provide an education that leads to the ‘development of the
child’s personality, talents and mental and physical abilities to
their fullest potential’ (United Nations, 1989, Article 29).
Education has the power to transform lives.
• Widens opportunities and choices.
• Provides skills to enter the work force and develop professions:
• Leads to economic, social and Political empowerment
• Route for social and economic mobility----out of poverty!
EFA 2010
Key Role of Schools in either changing or reinforcing the cycle of
marginalization.
HOW AND WHY?
• Teach children how to read---breaking the cycle of illiteracy.
• Capacity Development for accessing resources and reaching one’s
potential.
• Education Increases Opportunities.
• Affordability---enabling all children to learn by making education
affordable.
• Accessibility—enabling all children to attend a school that is easily
accessible to their residence
• .
Mutually reinforcing interactions between poverty, gender,
ethnicity, geographic location, disability, race, language and
other factors that create cycles of disadvantage in education.
ACCORDING TO THE EDUCATION FOR ALL GLOBAL MONITORING REPORT
2010---Education should be a driver of equal opportunity and social mobility, not a
transmission mechanism for social injustice.
Restricted opportunity in education is one of the most powerful
mechanism for transmitting poverty across generations.
EDUCATION FOR ALL (EFA)
Children’s Rights to Belong to Other Social and
Cultural Groups and be EDUCATED
Schools-education—one of the keys to mobility.
Enables the individual to reach his potential
and find Jobs. TO BELONG TO HIS SOCIETY
EDUCATION Widens opportunities and choices.
Provides skills to enter the work force and develop professions:
Route for social and economic mobility----out of poverty!
EFA 2010
:
A CHILD, WHO LIVES IN POVERTY, IS
NOT GIVEN THE Opportunity FOR
EDUCATION:
 is the most powerful mechanism
for transmitting poverty across
generations.
WHY?
WHY Does Education enable an
escape from poverty?
Teach children how to read:
-breaking the cycle of illiteracy.
Child can reach their true potential.
Education Increases Opportunities.
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Dr. Hanan Maoz, Tempus-DOIT Project, Landuau, Germany
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POVERTY PREVENTS A CHILD FROM
RECEIVING AN EDUCATION?
Why?
1. Family’s need for child labor.
2. Family cannot pay the costs $$$$$
3. Living far away from schools: Cannot afford
transportation. $$$
4. Parents are involved in trying to earn money and do
not have the time or opportunity to get involved in the
schooling.
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Children Living in Poverty are
often suffering from
Malnutrition
Hunger undermines
cognitive development,
causing irreversible losses
in opportunities for
learning. (Young 2009)
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HOW to enable child living in
poverty to get an education?
• COSTS: Enabling all children to learn by
making education affordable. $$$$$
• ACCESSIBILITY: Enabling all children to
attend a school that is easily accessible to
their home.
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Pedagogical Issues and the Role of
Educators: Making certain all Children
BELONG in his classroom!
Belief in each child: has the capacity to
succeed and contribute to his society.
Promoting mutual respect and diversity.
EACH CHILD BELONGS:
THE RIGHT OF Children with
Disabilities TO BELONG!
Children with Disabilities:
Article 23: Right to special care and support---so that they can
live a full and independent life.
Children living with disabilities suffer from social attitudes that
stigmatize, restrict opportunity and lower self-esteem.
These attitudes are frequently reinforced within the
classroom.
Teachers often lack the training and resources needed to
deliver a decent education.
CAUSE OF MARGINALIZATION
LANGUAGE and Ethnicity (EFA 2010)
• 2007 OECD Report: having a home language that is different from the language
used in school significantly decreases achievement for immigrant children in both
primary and secondary school (Christensen and Stanat, 2007)
•
•
•
•
Children from minorities are taught in a language that they may not feel competent in or understand completely.
Language is connected to identity---so there are tensions between self and group identity and access to societal resources
through dominant language.
Reforms in Bolivia have emphasized the important role of intercultural and bilingual education in providing ethnic and
linguistic minority children with good-quality schooling, and in overcoming social stigmatization (EFA 2010).
Parents who are not competent in the dominant language are alienated from involvement in the schools.
Research has shown that Parental education, ethnicity and home language influence
early childhood test scores and
subsequent educational achievement (Brooks-Gunn and Markman, 2005; EACEA, 2009;)
LOCATION and NOMADIC lifestyles:
Slums, ghettos, and Immobile
school infrastructures cannot meet the needs of populations that live in these
places or have this kind of culture.
Children living in Conflict areas (war zones) are marginalized from
education
SUMMARY OF FACTORS THAT MARGINALIZE CHILDREN FROM
EDUCATION
Mutually reinforcing interactions between poverty, gender, ethnicity, geographic
location, disability, race, language and other factors that create cycles of
disadvantage in education (EFA 2010).
GOOD Early Pre-School Education: Closes gaps in
language between dominant population and marginal
groups (EFA 2010).
Early childhood care can help overcome language-based disadvantage and the problems
faced by children of migrants (Cunha et al., 2005). Higher returns that later intervention
(Heckman 2006).
In the Netherlands, children of Turkish and Moroccan immigrants who spent two years in
kindergarten halved the average test score gap from the national average (Leseman, 2002).
Today: Society invests more in trying to close the educational gaps at a higher age than a lower age. Best to invest in early
years---strongest results (Heckman, 2006, p.1902).
OUR RESPONSIBILITY AS
EDUCATORS
Make sure that high risk populations: children in poverty and marginalized minority-ethnicreligious groups, girls, disabled, have access to free, good quality primary (and secondary)
education.
Denying children an opportunity to put even a first step on the education ladder sets
them on a course for a lifetime of disadvantage. It violates their basic human right to an
education. It also wastes a precious national resource and potential driver of economic
growth and poverty reduction…. A country’s most important resource is not its raw materials or its
geographical location but the skills of its people. EFA2010
What education should do to reach the marginalized
to EFA 2010
1. Give young people the training they need that provides them with broad skills, with an
emphasis on problem solving and ‘learning to learn’, alongside more specialized abilities.
2. equip children and youth with capabilities that can broaden their opportunities in life, and
to prepare them for the transition from school to work.
3. Providing incentives for companies to offer apprenticeship and vocational programmes to
unskilled young people.
INCLUSIVE EDUCATION REDUCES
MARGINALIZATION
EACH SOCIETY MUST:
1. Make Education Affordable ---Removing school fees and indirect costs
(uniforms, learning materials and accessories, etc.).
2. Ensure that Schools are Accessible---(very important for lessening
marginalization of girls living in poverty.
3. Develop an inclusive learning environment
4. Train teachers to address marginalization---prevent dropout,
teach effectively in diverse classrooms, prevent segregative
learning, creating an appropriate environment and developing
relevant curriculum (multicultural education) EFA 2010
Axford 2008
Brooks-Gunn and Markman, 2005;
Burchardt et el (1999)
Christensen and Stanat, (2007)
Cunha et al., 2005
EACEA, 2009
EFA Global Monitoring Report 2010: Reaching the marginalized
Heckman, 2006, p.1902
Jensen, J. (2000) Thinking about Marginalization:What, Who and Why.
Canadian Policy Research Networks Inc. (CPRN)
Lawn et al., 2006
Leseman, 2002
Power and Wilson (2000 Power, A., Wilson, W.J., 2000, Social Exclusion
and the Future of Cities, Centre for Analysis of Social Exclusion, London
School of Economics, London
Silver, H. 2007. Social Exclusion: Comparative Analysis of Europe and
Middle East Youth, Middle East Youth Initiative Working Paper