Relevant bibliographies by topics / Marginalized children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Marginalized children'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Marginalized children"

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Kim, Jungnam, Kathryn Fletcher, and Julia Bryan. "Empowering Marginalized Parents." Professional School Counseling 21, no. 1b (2017): 2156759X1877358. http://dx.doi.org/10.1177/2156759x18773585.

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We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan’s school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help marginalized parents become actively involved in their children’s education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counsel
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Iniesta Corredor, Alfonso. "Children marginalized: the case of gipsy people." Educar 9 (February 1, 1986): 85. http://dx.doi.org/10.5565/rev/educar.475.

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Raval, S., S. Maudgal, and N. More. "Study on tobacco use and awareness among marginalized children." Indian Journal of Cancer 47, no. 5 (2010): 14. http://dx.doi.org/10.4103/0019-509x.63867.

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Meerah, Subahan Mohd. "Overcoming marginalized children learning through professional development of teachers." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1759–62. http://dx.doi.org/10.1016/j.sbspro.2009.01.311.

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Post, Phyllis B., Christa B. Phipps, Ami C. Camp, and Amy L. Grybush. "Effectiveness of child-centered play therapy among marginalized children." International Journal of Play Therapy 28, no. 2 (2019): 88–97. http://dx.doi.org/10.1037/pla0000096.

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Vasileiadou, Marina. "Cooperative learning and its effects on pre-primary, marginalized children." Emotional and Behavioural Difficulties 14, no. 4 (2009): 337–47. http://dx.doi.org/10.1080/13632750903303179.

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Love, Hailey R., and Margaret R. Beneke. "Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41, no. 1 (2021): 31–44. http://dx.doi.org/10.1177/0271121421990833.

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assu
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Chakraborty, Smarajit. "Vulnerability Assessment of Urban Marginalized Communities." International Journal of Civic Engagement and Social Change 3, no. 4 (2016): 25–57. http://dx.doi.org/10.4018/ijcesc.2016100103.

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The study addresses an improved understanding on the vulnerability of the people living in urban slums and objects to helping in prioritisation of efforts and optimal utilisation of limited resources for better health outcome. The study was conducted in the city of “Bhubaneswar” the state capital of Odisha in India. Focused Group Discussions were conducted in 75 slums of the city followed by a detailed analysis of the data collected. The predominant vulnerability of people living in the slums under the study is water logging and unhygienic locality. This has direct impacts on the general healt
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Diah Astriningsih, Ni Putu, I. Nyoman Suarka, and I. Gede Mudana. "Menari Tanpa Rasa: Pendidikan Kritis Anak Tunagrahita dalam Pembelajaran Seni Tari di SDLB Kuncup Bunga Denpasar." Jurnal Kajian Bali (Journal of Bali Studies) 9, no. 1 (2019): 209. http://dx.doi.org/10.24843/jkb.2019.v09.i01.p10.

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 The importance of critical education for mentally retarded children in learning Balinese dance is related to learning, knowledge, and training for mentally retarded children. Critical education as an approach that can help marginalized mentally retarded children in obtaining dance learning to realize the social reality faced in education. Therefore,this article seeks to find out the relationship between critical education for mentally retarded children and the dance learning at the Denpasar Extraordinary Primary School of Kuncup Bunga. Critical education relations relate t
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Sharma, Khum Prasad. "Magic Realism as Rewriting Postcolonial Identity: A Study of Rushdie’s Midnight’s Children." SCHOLARS: Journal of Arts & Humanities 3, no. 1 (2021): 74–82. http://dx.doi.org/10.3126/sjah.v3i1.35376.

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Magic realism as a literary narrative mode has been used by different critics and writers in their fictional works. The majority of the magic realist narrative is set in a postcolonial context and written from the perspective of the politically oppressed group. Magic realism, by giving the marginalized and the oppressed a voice, allows them to tell their own story, to reinterpret the established version of history written from the dominant perspective and to create their own version of history. This innovative narrative mode in its opposition of the notion of absolute history emphasizes the po
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Dissertations / Theses on the topic "Marginalized children"

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Inman, Shasta Nicole. "Divorce & Division: Reincorporating the Marginalized Voices of Children." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595835.

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Despite the Arizona family court's purported focus on the "best interests" of the child, it is inherently parent-centered and does not, in actuality, serve children's well-being. When children are offered opportunities to participate in this legal system, studies have found positive impacts to both the children and the judicial system. The overwhelming majority of these studies were conducted in countries that have ratified the United Nations Convention on the Rights of the Child; the United States is not one of those countries. As such, facilitating children's participation in the court proce
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Magi, Dante. "(Dis)empowering marginalized children? : Local NGOs’ role for social capital in Eastern Congo (DRC)." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25127.

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Democratic Republic of Congo (DRC): one of the richest nations in natural resources; one of the poorest in human rights. In the past decades, DRC has undergone two civil wars, alongside with a history of exploitive colonization. In North Kivu Province, DRC’s most volatile province, non-government organizations (NGOs) take leading roles to provide welfare for marginalized groups, such as orphans, children involved in armed conflicts or living on the streets. This case study aims to describe how two local NGOs operate in order to explore the ways they are making use of social capital to empower
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Ketija, Danovska. "Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania." Thesis, Södertörns högskola, Utveckling och internationellt samarbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520.

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One of the countries where the basic academic education is problematic to achieve is Tanzania. Despite the multiple attempts to increase enrolments and decrease dropouts through new partnerships and organizations, high level of drop out still occur in the country. Two research questions were composed in aim to understand why this drop out phenomenon still occur. First question: “Which individual/ collective factors contribute to that girls and boys in the age group between 7 and 13 drop out of  primary schools?” and the second question: “What differences are there in the drop out causes betwee
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Lavan, Daniel. "The Discourse and Practice of Child Protagonism: Complexities of Intervention in Support of Working Children’s Rights in Senegal." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22748.

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Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African wor
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Armstrong, Meredith. "An art based support programme for the amelioration of general psychological distress in marginalised children in South Africa." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003730.

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This study aimed to construct, and implement an in-school "art expression" based programme designed to aid in mitigation of psychological stress, behavioural difficulties, and self-negativity frequently experienced by marginalised children. It was developed for application within schools that cater for children exposed to neglect and/or abuse resulting from poverty in South Africa. This programme outline was developed and implemented through intensive exploration and review of previously effective art therapy, art expressive methods and techniques in similar contexts, together with the knowled
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Loiseau, Julio Warner. "Impact of Poverty on Undocumented Immigrants in South Florida." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3044.

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Poverty in the United States has been widely explored, but very seldom does research consider the impacts of poverty among undocumented immigrants. As a result, policymakers are unable to account for or accommodate the unique needs of undocumented immigrants. Using Dalton's theory of the psychology of poverty, this case study explored the experiences of undocumented immigrants in Immokalee, Florida to better understand how the current policy landscape impacts their existence and livelihoods. The data were collected through 18 interviews with undocumented immigrants and a review of government d
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Black, Laura. "The guided construction of educational inequality : how socially disadvantaged children are marginalised in classroom interactions." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289026.

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Gallinera, Julmah. "“The children think that if their parents manage to live like this, they can too.” : Children´s learning difficulties in Banco da Vitória/Ilhéus, Brazil." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93332.

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Many scholars have argued that the education system in Brazil tends to strengthen the pattern that reproduces inequalities, where families with higher income are likely to be the ones holding the majority in education in Brazil. The focus lies in ten interviewees, thereof five parents/caregivers and five professionals that works/worked with the children who were interviewed in Banco da Vitória /Ilhéus, south of Bahia, Brazil 2012. This qualitative study intends to analyse the underlying social causes from a sociological perspective in how the informants reflect upon the child´s/children learni
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Munez, Gallinera Julmah. ""The children think that if their parents manage to live like this, they can too." : Children´s learning difficulties in Banco da Vitória/Ilhéus, Brazil." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93327.

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Many scholars have argued that the education system in Brazil tends to strengthen the pattern that reproduces inequalities, where families with higher income are likely to be the ones holding the majority in education. The focus lies in ten interviewees, thereof five parents/caregivers and five professionals that works/worked with the children who were interviewed in Banco da Vitória /Ilhéus, south of Bahia, Brazil 2012. This qualitative study intends to analyse the underlying social causes from a sociological perspective in how the informants reflect upon the child´s/children learning difficu
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Burgess, Michael. "The 'whole of the wall' : a micro-analytic study of informal, computer-mediated interaction between children from a marginalised community." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3318.

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As a prominent symbol of the free-market, liberationist approach to International Development (ID), the Self-Organised Learning Environment (Mitra, 2006) has been presented as a bona-fide revolution in primary education provision, a means by which the global poor can finally gain a legitimate foothold in modernity with nothing more than a computer and an internet connection (Tooley, 2006). Naturally, the notion of a credible, teacher-less environment characterised by a spontaneous and coherent pedagogy of enquiry is a remarkable yet, highly emotive hypothesis with potential consequences far be
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Books on the topic "Marginalized children"

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Schools for marginalized youth: An international perspective. Hampton Press, 2012.

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Wietersheim, Erika von. Educationally marginalized children in Namibia: An inventory of programmes, interventions, and data. UNICEF, 2002.

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Capul, Maurice. Abandon et marginalité. Privat, 1989.

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Namibia. Ministry of Basic Education and Culture, ed. National policy options for educationally marginalised children. Republic of Namibia, Ministry of Basic Education, Sport and Culture, 2000.

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R, José Joaquín Cañón. PEI: Escuela y marginalidad. Universidad Distrital Francisco José de Caldas, 2000.

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Edmundo, Lygia Pereira. Instituição: Escola de marginalidad? Cortez Editora, 1987.

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Vidya, Rao. An agenda for caring: Interventions for marginalised groups. Edited by Mander Harsh 1955- and Lal Bahadur Shastry National Academy of Administration. Lal Bahadur Shastri National Academy of Administration, 1996.

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Miranda, Henrique R. "Não é só os humanos--": Percepções sobre a criança marginalizada na Amazônia. Associação de Univesidades Amazônicas, 1992.

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Miranda, Henrique R. "Não é só os humanos--": Percepções sobre a criança marginalizada na Amazônia. Associação de Univesidades Amazônicas, 1992.

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Ahuerma, Juan. De los márgenes a la marginalidad: El factor humano en situación de riesgo. Víctor Manuel Hanne, 1999.

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Book chapters on the topic "Marginalized children"

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Luschei, Thomas F., and Amita Chudgar. "Reaching and Teaching Marginalized Children." In Teacher Distribution in Developing Countries. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-57926-3_1.

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Luschei, Thomas F., and Amita Chudgar. "Conceptual Framework: Marginalized Children and Their Teachers." In Teacher Distribution in Developing Countries. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-57926-3_2.

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Kojan, Bente Heggem, and Graham Clifford. "Rights-Based Practice and Marginalized Children in Child Protection Work." In Human Rights in Child Protection. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94800-3_9.

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Kojoué, Larissa. "In Search of Entrepreneurs, Children and HIV/AIDS in Cameroon: A Marginalized Issue?" In Children and Young People Living with HIV/AIDS. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29936-5_16.

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Stickel, Oliver, Dominik Hornung, Konstantin Aal, Markus Rohde, and Volker Wulf. "3D Printing with Marginalized Children—An Exploration in a Palestinian Refugee Camp." In ECSCW 2015: Proceedings of the 14th European Conference on Computer Supported Cooperative Work, 19-23 September 2015, Oslo, Norway. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20499-4_5.

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Kaarninen, Mervi. "Red Orphans’ Fatherland: Children in the Civil War of 1918 and Its Aftermath." In Palgrave Studies in the History of Experience. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_7.

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AbstractThe Civil War in 1918 divided Finland into White winners and Red losers. These divisions affected all citizens, including children. Drawing from a regional oral history collection from the 1970s, this chapter analyzes how the children of the Reds were integrated into the shared fatherland, and how they understood and experienced the nation. The Children of the Reds had to respond to different expectations and demands. At school, they were taught emotions and values that stood in contrast to the values to which they were raised at home. The children of the Reds experienced the feeling that they belonged to the losers of the war and were marginalized within the context of the nation.
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Mehra, Devika. "Re/Presenting Marginalized Children in Contemporary Children’s Cinema in India: A Study of Gattu and Stanley ka Dabba." In The Palgrave Handbook of Children's Film and Television. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17620-4_18.

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Malinga, Mandisa, and Kopano Ratele. "Fatherhood Among Marginalised Work-Seeking Men in South Africa." In Engaged Fatherhood for Men, Families and Gender Equality. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75645-1_15.

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AbstractSeveral factors have been shown to shape the ways in which men parent/engage with their children and families. Socio-economic status, culture, history, political background, and access to paid employment are among these factors. In this chapter we focus on the ways in which precarious employment shapes the parenting practices of marginalized men in South Africa. These are men who seek work on the side of the road, often referred to as ‘day labourers’. We report on data collected through semi-structured interviews with 46 men who identified as fathers. The data was analysed using the grounded theory method of constant comparison which involved two phases of coding (initial- and focused coding). Following the coding process, the data was compared for similarities, differences, and contradictions. Lastly, the analysis involved the thematic organization of codes which resulted several main themes. The first theme explored in this chapter draws on the integration of parenting roles, where men not only focus on financial provision, but also highlight the significance of being physically present and showing their children love. The second theme we explored highlights the significance of traditional practices – amasiko – as practices of gatekeeping that hinder the involvement of men with their biological children.
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Rosemberg, Celia R., Alejandra Stein, and Florencia Alam. "At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities." In International Handbook of Research on Children's Literacy, Learning, and Culture. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118323342.ch6.

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Chattopadhyay, Kaushik, and Seemita Mohanty. "Educating tribal children." In Mainstreaming the Marginalised. Routledge India, 2021. http://dx.doi.org/10.4324/9781003000983-7.

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Conference papers on the topic "Marginalized children"

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Rusnakova, Jurina. "BARRIERS OF MARGINALIZED ROMA CHILDREN IN SLOVAKIA IN ACCESS TO PRE-PRIMARY EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1232.

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Zualkernan, Imran A., Shirin Lutfeali, and Asad Karim. "Using tablets and satellite-based internet to deliver numeracy education to marginalized children in a developing country." In 2014 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2014. http://dx.doi.org/10.1109/ghtc.2014.6970295.

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Drossinou-Korea, Maria. "Targeted, individually structured special education and training intervention programs and pedagogical applications in museum." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.11107d.

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Anthropocentric museums are “an important place in public debate, creation and questioning ideas” because they can have a positive impact on the lives of underprivileged or marginalized people. They can also strengthen specific communities and contribute to the creation of fairer societies. The science of Museology together with the science of Special Education and Training (SET) support with the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in children and young people with special educational needs and disabilities (SENDs). The
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Ibrahim, Seray, Emeline Brulé, Laura Benton, et al. "What we learn when designing with marginalised children." In IDC '20: Interaction Design and Children. ACM, 2020. http://dx.doi.org/10.1145/3397617.3398067.

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Rissa Atika, Ayu, and Dr Rukiyati. "Children's Moral Development in Marginalized Communities." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.25.

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Spiel, Katta, Emeline Brulé, Christopher Frauenberger, Gilles Bailly, and Geraldine Fitzpatrick. "Micro-ethics for participatory design with marginalised children." In PDC '18: Participatory Design Conference 2018. ACM, 2018. http://dx.doi.org/10.1145/3210586.3210603.

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Scheepmaker, Laura. "Exploring Opportunities for Scalable Outcomes of Co-design Activities with Marginalised Groups of Children." In CHI PLAY '18: The annual symposium on Computer-Human Interaction in Play. ACM, 2018. http://dx.doi.org/10.1145/3270316.3270604.

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Huntington, Bethany, James Goulding, and Nicola Pitchford. "TRANSFORMING GLOBAL LEARNING WITH DIGITAL TECHNOLOGIES: A QUALITATIVE EXPLORATION OF THE USE OF EDUCATIONAL TECHNOLOGY WITH MARGINALISED, OUT-OF-SCHOOL CHILDREN LIVING IN REMOTE SETTINGS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1853.

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Reports on the topic "Marginalized children"

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Pridmore, Pat. Reaching and teaching marginalised children in and teaching marginalised children in Malawi and Lesotho. Unknown, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii086.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the litera
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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importan
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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Millington, Kerry A. Protecting and Promoting Systems for Essential Health Services During Rollout of COVID-19 Tools. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.084.

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The COVID-19 pandemic has had a tremendous negative impact on economies of most countries around the world. COVID-19 has disrupted the ability of health systems to deliver on essential health services and has also exposed pre-existing vulnerabilities and inequities in public health systems. According to a key informant survey conducted by WHO, over one year into the COVID-19 pandemic, there still exist substantial disruptions to essential health services. This rapid review examines evidence on successful interventions that could enable adaptive approaches to help manage and respond future pand
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Integration of reproductive health services for men in health and family welfare centers in Bangladesh. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1006.

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Since the mid-1970s, the Bangladesh national family planning program primarily focused on motivating women to use modern contraceptive methods and encouraging them to seek services from clinics. In addition, female field workers were recruited to deliver contraceptive methods at homes. The program design facilitated women’s access to information and medical care through clinics and home visits. In the process, however, the medical needs of males were marginalized. Men generally seek services from pharmacies, private practitioners, and district hospitals, and often ignore preventive steps and p
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You might also be interested in the extended bibliographies on the topic 'Marginalized children' for particular source types:
Journal articles Dissertations / Theses Books
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