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Books on the topic 'Marginalized children's'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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

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2

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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3

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

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4

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

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5

Voluntary Health Association of India., ed. Seen, but not heard: India's marginalised, neglected and vulnerable children. Voluntary Health Association of India, 2002.

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6

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

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7

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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8

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

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9

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

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10

Bhandari, Manoj. Experiences from grassroots: From 'Access to Education for Vulnerable and Marginalized Groups in Karnali'. Karnali Integrated Rural development and Research Center (KIRDARC), 2014.

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11

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

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12

Stéphane, Tessier, and Calogirou Claire, eds. L' Enfant des rues et son univers: Ville, socialisation et marginalité. Syros, 1995.

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13

Flores, Arantzazu Uribe-Etxebarria. Marginalidad "protegida": Mujeres y niños abandonados en Navarra, 1890-1930. Servicio Editorial, Universidad del País Vasco, 1996.

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14

Roehampton), IBBY/MA Children's Literature Conference (7th 2000. The big issues: Representations of socially marginalised groups and individuals in children's literature, past and present : proceedings from the 7th British IBBY/MA Conference held at the University of Surrey Roehampton on Sunday 11th November. NCRCL, 2000.

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15

1949-, Shi Bainian, ed. Cheng shi bian yuan ren: Jin cheng nong min gong jia ting ji qi zi nü wen ti yan jiu = The urban marginalized : research on migrant family and their children. She hui ke xue wen xian chu ban she, 2005.

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16

Spinelli, Jerry. Z comme Zinkoff. L'ecole des loisirs, 2007.

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17

Spinelli, Jerry. Loser. HarperCollins, 2008.

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18

Factors of Success of Gifted and Talented Kenyan Children and Young Adults from Marginalized and Impoverished Backgrounds, from Mully Children's Family. GRIN Verlag GmbH, 2017.

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19

Goldman, Linda, Susan Craig, Kyle Schwartz, Ruby Payne, and Marie Moreno. Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children's Grief, Loss, and Trauma. Kingsley Publishers, Jessica, 2017.

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20

Goldman, Linda, Susan Craig, Kyle Schwartz, Ruby Payne, and Marie Moreno. Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children's Grief, Loss, and Trauma. Kingsley Publishers, Jessica, 2017.

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21

Wurm, Robert. Struggles of Marginalized Children and Adolescents. Page Publishing Inc., 2023.

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22

Ndimande, Bekisizwe S., and Christopher Lubienski, eds. Privatization and the Education of Marginalized Children. Routledge, 2017. http://dx.doi.org/10.4324/9781315205878.

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23

Danaher, Patrick, Janet Cook, Geoff Danaher, Mike Danaher, and Phyllida Coombes. Researching Education with Marginalized Communities. Palgrave Macmillan, 2013.

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24

Taylor, Tristan S. Legally Marginalised Groups—The Empire. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.28.

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Until the mass citizenship grant of 212 CE, Roman law served Roman citizens almost exclusively. However, since the non-Romans’ legal systems generally sufficed, this marginalised status regarding Roman law was generally of little importance. Within the Roman citizen body, the Roman legal system marginalised many because of its expense and preferential treatment of the wealthy. In addition the culture, but not the legal system, through infamia marginalised some for what they did and the kind of person they were. While marginalised in modern eyes, Roman law treated women, freedmen, children and

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25

Kaul, Venita, Monimalika Day, and Swati Bawa Sawhney. Early Childhood Education for Marginalized Children in India: Deconstructing Quality. SAGE Publications India Pvt, Ltd., 2021.

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26

Kaul, Venita, Monimalika Day, and Swati Bawa Sawhney. Early Childhood Education for Marginalized Children in India: Deconstructing Quality. SAGE Publications India Pvt, Ltd., 2021.

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27

Comfort, Kathy. Representations of Marginalized Populations in French WWI Literature. Lexington Books, 2023. https://doi.org/10.5040/9781978729049.

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Comfort examines the works of five Francophone authors who wrote about World War I: Maxence Van der Meersch’s Invasion 14, Colette’s war reporting, Bakary Diallo’s Force-Bonté, Blaise Cendrars’s La Main coupée, and Roland Dorgelès’s Le Réveil des morts. Engaging in a close reading, she analyzes what makes these literary works unique and what they all have in common. These are the stories of groups who have remained on the margins of the World War I narrative: women and children, French West African colonial troops, wounded veterans, and French Foreign Legionnaires, whose stories have been over

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28

Ndimande, Bekisizwe S., and Christopher Lubienski. Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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29

Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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30

Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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31

Ndimande, Bekisizwe S., and Christopher Lubienski. Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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32

Ward, Marilyn. Voices from the Margins. Greenwood, 2002. http://dx.doi.org/10.5040/9798216032786.

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Young people who feel marginalized due to physical differences or disabilities may benefit from discovering fictional characters who face similar difficulties. This unique bibliography surveys the field of children's and young adult literature published since 1990, identifying 200 quality books that deal with a wide range of contemporary health and self-image topics. Coverage includes physical handicaps, Autism, burns, scars, and disfigurement, obesity and anorexia, speech disorders, skin color, and basic issues of popularity and fitting in. The literature covered here includes picture books,

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33

Barnes, Deborah. Spirit murder: Exploring violence among girls gangs from marginalized communities in North America. 2002.

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34

Mfum-Mensah, Obed. Education, Social Progress, and Marginalized Children in Sub-Saharan Africa: Historical Antecedents and Contemporary Challenges. Rowman & Littlefield Publishers, Incorporated, 2017.

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35

Bajpai, Asha. Juvenile Justice. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199470716.003.0006.

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This chapter deals with those children in especially difficult circumstances that are vulnerable, marginalized, destitute, and neglected and deprived of their basic rights. It commences with a history of the Juvenile Justice legislation in India right from the Children’s Act of 1960s to the current Juvenile Justice (Care and Protection of Children) Act, 2015. The barriers faced in the administration and implementation of the Juvenile Justice legislation throughout its evolution to its present stage is discussed in detail. How the law deals with children in need of care and protection and child

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36

Chalkley, Anna, and Lauren Sherar. Promoting physical activity. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0012.

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Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inac

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37

Niñez, marginalidad y políticas públicas: Análisis de un dispositivo estatal. Libros de la Araucaria, 2010.

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38

Gilbert, Ian, and Jarlath O'Brien. Don't Send Him in Tomorrow: Shining a Light on the Marginalized, Disenfranchised and Forgotten Children of Today's Schools. Crown House Publishing, 2016.

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39

Förorten, skolan och ungdomskulturen: Reproduktionen av marginalitet och ungas informella lärande. Daidalos, 2011.

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40

Hurl-Eamon, Jennine. Childhood and War in Eighteenth-Century Britain. Oxford University PressOxford, 2025. https://doi.org/10.1093/9780198917236.001.0001.

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Abstract Childhood and War in Eighteenth-Century Britain considers how British and foreign youngsters affected the waging of war, not only as stalwart camp followers, boy soldiers, patriotic civilians and bereaved victims, but also as evocative images of innocence, inability, and dependence. Though victimhood might jump most readily to mind when thinking about how war affected young people, it is only a small part of the picture. The Seven Years War and the Revolutionary and Napoleonic Wars influenced how children played, learned, worked, and perceived the world around them, regardless of whet

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41

Davies, Bronwyn, and Cath Laws, eds. Rethinking Research and Professional Practices in Terms of Relationality, Subjectivity and Power: Poststructuralism at Work with Marginalised Children. BENTHAM SCIENCE PUBLISHERS, 2012. http://dx.doi.org/10.2174/97816080527831110101.

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42

Gilbert, Ian, and Jarlath O'Brien. Don't Send Him in Tomorrow: Shining a Light on the Marginalised, Disenfranchised and Forgotten Children of Today's Schools. Crown House Publishing LLC, 2016.

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43

Briggs, Jonathyne. Perpetual Children. Oxford University PressNew York, NY, 2025. https://doi.org/10.1093/9780197683002.001.0001.

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Abstract Perpetual Children is a narrative history of debates over the definition and appropriate treatment of autism in France since 1950, noting the French divergence from psychological norms in the rest of the world. Examining the works of psychoanalysts, the activities of parents’ associations, and the efforts of autistic self-advocates, Perpetual Children argues that the consistent framing of autism as a form of childhood psychosis marginalized autistic persons and emphasized the voices of parents and professionals. This framing also justified the continued use of psychoanalysis as an int

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44

Alston, Tasha L. African American Fathers' Involvement in their Children's Education. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781666983081.

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The literature tells us that parental involvement affects academic achievement. However, much of the literature on parental involvement focuses on the involvement of mothers with limited information about the involvement of fathers, especially African American fathers. The parental involvement literature on African American fathers is insufficient compared to their White counterparts. African American fathers do not have a “voice” in the literature on parental involvement. A racial and gender bias exists in the literature on parental involvement that marginalizes the voice of African American

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45

Pellegrini, Anthony D. Play. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0012.

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The role of play in human development is controversial. In some quarters it is viewed as indispensable to children’s healthy development and education, while in others it is marginalized as a topic unworthy of study and of questionable functional significance. I suggest that differences in the ways in which play is defined and the ways in which its function is conceptualized have led to this misunderstanding. I outline the ontogeny of social, object, locomotor, and pretend play and their possible functions. I also make educational policy and research recommendations for the role of play in chi

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46

McCall, Guadalupe García. Nerds, Goths, Geeks, and Freaks. Edited by Trevor Boffone and Cristina Herrera. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827456.001.0001.

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Nerds, Goths, Geeks, and Freaks: Outsiders in Chicanx/Latinx Young Adult Literature signals a much-needed approach to the study of Latinx young adult literature. This edited volume addresses themes of outsiders in Chicanx/Latinx children’s and young adult literature. The collection insists that to understand Latinx youth identities, it is necessary to shed light on outsiders within an already marginalized ethnic group: nerds, goths, geeks, freaks, and others who might not fit within Latinx popular cultural paradigms such as the chola and cholo, identities that are ever-present in films, televi

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47

Delfino, Jennifer B. Speaking of Race. The Rowman & Littlefield Publishing Group, 2020. https://doi.org/10.5040/9781978728387.

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Speaking of Race explores the linguistic practices of African American children in an after school program in Washington, DC. Drawing on ethnographic research, Jennifer B. Delfino illustrates how students’ linguistic practices are often perceived as barriers to learning and achievement and provides an in-depth look at how students challenge this perception by using language to transform the meaning of race in relation to ideas about academic success. In providing insight into the institutionalized processes by which African American children are seen and heard as “problem students,” this book

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48

Kelly, Christine. Juvenile Justice in Victorian Scotland. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474427340.001.0001.

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This book explores the history of juvenile justice and the day industrial school movement in 19th-century Scotland. How did Scotland’s criminal justice system respond to marginalised street children who found themselves on the wrong side of the law, often for simple vagrancy or other minor offences? The book examines the historical criminalisation of Scotland’s Victorian children, as well as revealing the history and early success of the Scottish day industrial school movement - a philanthropic response to juvenile offending hailed as 'magic' in Charles Dickens’s Household Words. With case stu

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49

Cai, Mingshui. Multicultural Literature for Children and Young Adults. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798400688232.

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There is much discussion of multiculturalism in education. This is especially true of multicultural literature for children and young adults. The rise of multicultural literature is a political rather than a literary movement; it is a movement to claim space in literature and in education for historically marginalized social groups rather than one to renovate the craft of literature itself. Multicultural literature has been closely bound with the cause of multiculturalism in general and thus has been confronted with resistance from conservatives. This book discusses many of the controversial i

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50

Sinha, Debotosh. Prevention of Violence against Children: Challenges and Opportunities. New Delhi Publishers, 2021. http://dx.doi.org/10.30954/ndp/povac.

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This book is a compilation of papers authored by academicians, practitioners, researchers who are the witnesses to increasing challenges in mitigating violence against children. Children are considered to be the backbone of human development. Violence against children is a multi-dimensional phenomenon which consists of all forms of physical, mental torture, injury, abuse, neglect, maltreatment and sexual abuse perpetrated on them. It is very evident that children experience certain forms of violence at their various stages of life. Global evidence suggests that girls and boys in certain contex

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