1.

Perpetuation of Unjust Social Orders Through Educational Institution

1.1. Education for Disable Students

Children with disabilities and their families have experience barriers to the enjoyment of their basic human
rights in society. Their abilities are ignored, their capacities are underestimated and their needs are given
low priority. The majority of places have failed to provide full access to their education for children with
disabilities. It is estimated that there are 120-150 million people younger than the age of 18 with disabilities
around the world. In developing countries more than 90% of children with disabilities are not attending
school. Just because of their physical condition, these children are amongst those vulnerable to abuse and
neglect. Some of the children with disabilities are very low in economic condition. The potential barriers for
children with disabilities in accessing education are economic, social, and physical. The children with
disability should get all their needs, and there are some organizations have successfully promoted education
reforms in many countries.1

1.2. Gender Discrimination

Education is a basic human right; it enables (Girls and Boys, women and men) to participate in social,
economic and political life and is a base for development of a democratic society. In India, gender based
discrimination includes “female intensified, dowry deaths, unequal wages, are existing.” As a consequence
of Indian women’s low status, education for daughters of the family is not always given the same emphasis
as sons’ education. A number of factors discourage female education. There are like the early marriage of
girls, dowry system etc. boys can go for higher education whereas girls cannot. Many parents believed that
educating a girl child is a waste of money.2 A number of studies show that jobs are being occupied by sex
where men shown in more numbers of different jobs whereas women shown in less numbers of jobs. In
most of the schools men teachers are usually to be found than women teachers. The basic rights of education
should be equally given to everyone.3

1.3. Class system

Class prefers primarily to economic class. Education is closely connected with economics. Poverty indeed
creates the greatest problems for universal elementary education. The common factors that have emerged
for discouraging education among the rural children that they are: poverty, lack of employment

1
Kamal Lamichhane, Disability, Education and Employment in Developing Countries, (New Delhi: Cambridge University Press,
2015), 192.
2
Vijaya Prema, “Religion and Society” Education for children with special needs, (Dec. 1999-March 2000), 126.
3
Daniel U. Levine, Robert J. Havighurst, Society and Education, (USA: Allyn and Bacon, 1984), 525-526.
opportunities after education.4 Even with people live in rural areas are usually engaged in agriculture and
these children in such families are asked to help out with family responsibilities or agricultural work for
parents load. Children in some rural areas might also have to deal with schools that are located for away
from their house or difficult to access. 5

1.4. Caste system

The practice of ‘untouchability’ is illegal in India but the reality of life is very different especially Dalit
children are oppresses in the name of Dalit. Caste system is filled with inequality and injustice. Studies of
education and caste in India show that because of caste system, children who have never been to school, and
unlike to send their children to school. For Ambedkar, education means building a society based on
equality, and liberty. Ambedkar was always in favor of providing education for all the people without any
distinction of caste, creed, or religion. He says that everyone has right to learn and learning is as necessary
for man to live as food is. Under his power the government of India accepted the responsibility of education
for the scheduled castes.6

1.5. Religious Discrimination

There are some social orders which barriers for children to study in the schools. Basically religion brings
some barriers for children. For example, it is customs for Muslim girls to wear headscarves but some require
all students to attend school only in the prescribed uniform. Likewise some India schools have banned
Muslim students from leaving school for Friday prayers. There have been incidents in which Muslim
students have been denied admission to schools just because of their religion. Muslim parents May also
unwilling to send their children to government funded schools because of lack of Urdu language in the
formal system. These are reasons that Muslim parents are not sending their children to public schools.7

4
Vijaya Prema, “Religion and Society” Education for children with special needs, 101.
5
Lamichhane, Disability, Education and Employment in Developing Countries, 199.
6
Pramod Kumar and Paramanand Singh, “New Frontiers in Education”, Ambedkar on Education, (January-March 2000), 6-10.
7
Lamichhane, Disability, Education and Employment in Developing Countries, 197-198.