This book provides an overview of marginality or marginalization, as a concept, characterizing a situation of impediments – social, political, economic, physical, and environmental – that impact the abilities of many people and societies to improve their human condition. It examines a wide range of examples and viewpoints of societies struggling with poverty, social inequality and marginalization. Though the book will be especially interesting for those looking for insights into the situation and position of ethnic groups living in harsh mountainous conditions in the Himalayan region, examples from other parts of the world such as Kyrgyzstan, Israel, Switzerland and Finland provide an opportunity for comparison of marginality and marginalization from around the world. Also addressed are issues such as livelihood, outmigration and environmental threats, taking into account the conditions, scale and perspective of observation. Throughout the text, particular attention is given to the context and concept of ‘marginalization’, which sadly remains a persistent reality of human life. It is in this context that this book seeks to advance our global understanding of what marginalization is, how it is manifested and what causes it, while also proposing remedial strategies.

Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised and how this impacts on their access to learning and their ability to thrive as students. Focusing on groups that suffer directly through discriminatory practices or indirectly through distinct forms of sociocultural disadvantage, this book brings to light communities about which little has been written and where research efforts are in their relative infancy. Each chapter documents the experiences of a group and provides insights that have a wider reach and gives voice to those that are often unheard. The book concludes with a new conceptualisation of the social forces that lead to marginalisation in higher education. This cutting-edge book is a must read for higher education researchers, policy makers, and students interested in access to education, sociology of education, development studies, and cultural studies.

This book employs sociohistorical, narrative, and discourse frameworks to discuss the sociopolitical complexities and ambiguities of educating marginalized groups in sub-Saharan Africa since western education was introduced in the region. It outlines the systemic and structural challenges faced by marginalized children in the education system that prevent them from fully participating in the education process. This book focuses on how the props underlying Christian missionary education, colonial education, and early postcolonial educational enterprise all served to marginalize certain groups, including women, some geographical regions and/or communities, such as Islamic communities and people with disabilities, from the colonial and postcolonial economic discourses. This historical background provides the springboard for discussions on the complexities and ambiguities of educating marginalized groups in some communities in sub-Saharan Africa in the contemporary times. This book also highlights the challenges of the recent policies of policy makers and the strategies and initiatives of civic societies, non-governmental organizations, and local communities to promote marginalized children’s participation in education. This book elucidates the varied ways certain groups and communities continue to interrogate the structural and systemic challenges that marginalize them educationally. It argues that the level of marginalized groups’ participation in education in sub-Saharan African in the 21st century will determine the progress the region will make in the Education for All (EFA) initiative and the Millennium Development Goals (MDG). Furthermore, it argues that increasing educational participation in marginalized communities requires implementation of educational programs that address marginalized groups’ structural social arrangements and socioeconomic contexts.

A summary of untouchable poetry would entail a discussion of the several topics and ideas that are typical of this genre. Identity and Marginalization: Untouchable poetry addresses the difficult issues of how identities are formed in response to marginalization and prejudice based on caste. The poets consistently depict social exclusion experiences and the struggles they faced to maintain their humanity and dignity. Social Injustice and Oppression: Untouchable poets, in fact, raise powerful and audible voices in opposition to the atrocities and social injustices that continue to be meted out to them, including caste violence and untouchability, in addition to being denied access to desirable jobs and education in society at large. Their poetry is a powerful cry for social fairness and reform. Untouchable poets typically use this technique to attack the dominant cultural norms and traditions that uphold caste-based inequalities and discriminatory practices. Additionally, he will present counterculture and alternative discourses that highlight the perspective and voice of the underprivileged. Since untouchable poetry offers voice to a community that has been marginalized and silenced due to opposition from the ruling class and established structures, it is generally seen as their resistance literature.

Given the weaknesses of mainstream democratisation since the 1980s, the authors present a cutting edge examination of dynamics of political change in the direction of more substantive democracy. While focusing on the Global South, they also draw comparisons from historical and contemporary experiences from Scandinavia.

This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years’ experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among Asian American children. This book is key reading for early childhood education researchers, professors, and graduate students to become more productively engaged in discussions and practices toward racial justice.

This book examines the causes and consequences of marginalization of social groups and the state of democratic decentralization in India in the unfolding context of globalization and changing perspectives of development models and institutions. The first of its kind, it correlates macro-and micro-level issues to understand social exclusion and inclusion and the level of participation of democratic institutions at the grassroots level since economic liberalization (1991) and the 73rd Constitution Amendment Act of 1992, marking three decades since granting constitutional status to the Panchayati Raj Institutions. The study looks at the linkages between certain key themes: the neoliberal model of development, growth, and distributive justice; the role and mandate of grassroots-level public institutions enshrined in the Constitution, inclusive growth, and the Indian State; the role of political executives from marginalized communities; factors involved in people’s active participation in the development process; and challenges in current political structures, inclusion of marginalized communities in governance and development, and real empowerment of local bodies and institutions. The book argues that legislative enactments, constitutional status, reservation of seats to marginalized communities, and so on can only empower local bodies and their leadership symbolically. The success of these provisions depends on the overall development model of the country; the support of national and state governments; the socio-economic and political environment of the institutions; and effective service and accountability. Topical and rich in empirical data, including case studies, this book will be an essential read for scholars and researchers of political science, development studies, governance, public administration, sociology, public policy, and also for government agencies, administrators and bureaucrats, policymakers, international organizations, think tanks, and NGOs working in the area.