Teaching the children of the Marginalised
DOI:
https://doi.org/10.29070/99a7q486Keywords:
Education of the marginalized, science education, teacher expectationsAbstract
This study examines how teachers’ beliefs, expectations, and classroom practices influence the educational experiences of children from marginalized socioeconomic backgrounds in government schools. Drawing on non-participant classroom observations and semi-structured interviews conducted across two phases spanning more than two decades (1996–2001 and 2023–2024), the study explores whether major educational reforms, including the Right to Education Act (2009) and the National Education Policy (2020), have translated into meaningful changes in classroom practice. The findings reveal that while policy frameworks emphasize equity and inclusion, many classrooms continue to be characterized by low teacher expectations, textbook-centred pedagogy, minimal student engagement, and discriminatory attitudes towards learners from disadvantaged communities. Teachers frequently equated poverty with low academic ability, resulting in reduced opportunities for meaningful learning, diminished teacher–student interactions, and pedagogical practices that reinforced existing social inequalities. A small number of teachers demonstrated that supportive relationships, activity-based learning, and high expectations could foster more inclusive learning environments, highlighting the importance of teacher beliefs and institutional support. The study argues that educational equity requires more than universal access to schooling; it demands pedagogical practices that recognize the capabilities of marginalized learners and actively bridge the gap between home and school experiences. Strengthening teacher preparation, fostering reflective practice, and creating supportive school cultures are essential for ensuring that schools become instruments of social mobility rather than mechanisms for reproducing inequality.
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