Development of Basic Education Literacy Profile of Children Who Are Not Going to School in District Rawalpindi, Pakistan

Education is the basic tool to eradicating poverty. Almost half of the population of Pakistan is illiterate and many children who are school aged are not attending the school. Rural areas of Pakistan are considered educationally deprived areas, where particularly girls are not sent to school. Pakistan expends around 2% of GDP on education that shows the low priority is given to education that is lowest among all developing countries. Even these insufficient resources are not utilized proficiently, due to it the learning standard and learning outcome of the students are below average. The study aimed to find out the causes of educational deprivation among out of school children. This study and data show that about Pakistan’s school going population and importance about those children who are not going to school. Quantitative research method was used as methodology. The intended study was descriptive survey in nature. School Heads of Primary and Middle Schools of three tehsils (Rawalpindi, Kahuta, and Murree) were the population of the study and 345 were sampled through multistage sampling technique. Questionnaire used as tool for data collection. The quantitative data analysed through central tendency and standard deviation. The beneficiaries of the study were the students, parents. Educational planners and policy makers, school heads and society. The overall study indicated poor academic performance at early stages of schooling, poverty, teachers’ personality, and training, child labour and school management.

Marginalized Communities, Curriculum, Children (MC3)

This chapter provides an extensive view of the literature pertinent to issues of educational deprivation in marginalized communities, curriculum, and children. It raises awareness of systemic racial inequities that result in condemning children of color to a life of poverty. It also offers an understanding of how to develop culturally-inclusive arts-integrated curricula to redirect the trajectory of public education in these marginalized communities. Focusing on equity, culture, access, social-emotional learning, and special education, the priority is to increase teacher awareness about their students' cultural identities, develop each student's intellectual and creative talent, and cultivate empathetic cross-cultural, multiracial, multiethnic learning environments.

The “Wear and Tear” of African Americans in Louisiana with HIV/AIDs: More Than HIV.

This article examines the results of a 2010 sample of HIV+ African Americans in Louisiana within the larger context of health, educational, economic and incarceration disparities in the state. Similarities and differences between the sample and the general population of African Americans in the state were noted with the numbers incarcerated in the sample being the most dramatic difference. Over half of the sample had been incarcerated in a state recognized for its penchant for using the police and incarceration to control African Americans. The article concluded with attempts to connect the dots between vulnerability to HIV due to childhood trauma, a weathering from racism from an early age, educational deprivation, and policy choices such as abstinence-only sex education that raise the risks for young African Americans in Louisiana.

How Educational Systems Shape the Relationship between Social Origin and Educational Deprivation

This paper addresses how features of educational systems influence the association between social background and educational disadvantage up to the end of secondary school. Boudon’s ideas about the primary effects are brought together with preschool participation and the secondary effects are argued to be strongly related to the stratification of the educational system. The analyses are based on around 35,000 respondents from 29 countries provided by PIAAC. Two-step estimations combining logistic regression models within educational systems (first step) with estimated dependent variable models between educational systems (second step) are applied. The results suggest that a higher preschool participation rate is associated with a lower dependency of educational deprivation (low achievement) on social background in the early years after finishing secondary school.

Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond

This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.