This paper examines issues regarding dropping out and violation of rights to education of marginalised children in the form of teachers’ prejudices and their classroom discriminatory practices against them, which is a concern for policy makers. The objective was to understand the teachers’ attitude and their behaviour towards marginalised children in the classrooms. In order to achieve these objectives, an empirical study was conducted in 10 government primary schools situated in the Delhi region. Total sample size was 50 teachers from these schools, selected randomly. This study was entirely based on the systematic gathering of qualitative data (structured interview schedule) via the observation of behaviour in natural settings. Findings reveal that the government primary school teachers doubly marginalise children of disadvantaged groups in the school. Most of the teachers perceive negatively and expect less from the marginalised group of children. Also, teachers discriminate against these children in the classroom. Therefore, this study provides the evidence that discriminatory practices and unfair treatment of disadvantaged groups are still prevalent in the Indian education system.
|Keywords:||Teachers’ Attitudes, Discrimination, Right to Education, Marginalised Groups|
Research Scholar, Department of Educational Administration, National University of Educational Planning and Administration, New Delhi, India
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