نوع مقاله : مقاله پژوهشی
نویسنده
پژوهشگاه مطالعات آموزش و پرورش
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
In Iranian society, this concept has always been one of the fundamental concerns of the people and policymakers.This study, employing a conceptual-analytical approach, elucidates the phenomenon of "educational marginalization" as a latent and chronic form of injustice in school education. Based on the proposed theoretical framework of educational justice, equitable access to school education comprises three dimensions: access, engagement, and outcomes. Educational marginalization occurs when groups of children, due to a lack of social sensitivity and systemic neglect stemming from cultural, economic, or structural factors, are deprived of one or more dimensions of this social good. Findings indicate that instances such as working children, street children, bilingual students, girls from deprived areas, and children with disabilities in Iran are exposed to this condition. The study concludes that educational marginalization is not merely an educational issue but a social and ethical challenge, addressing which requires revising inclusion policies, promoting inclusive education, and designing curricula responsive to learner diversity. The most important and fundamental solution to confronting marginalization is to increase the sensitivity of the government and the state to social justice. The government and the state must be responsible for the optimal distribution of the greater good of school education.
کلیدواژهها [English]
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