Politics of Identity

Introduction

Education means a transformation in a man’s life at it upgrades his ability to make the right decisions regardless of the circumstances he is particularly. It is, therefore, a development platform that not only prepares an individual adapts to obstacles but also the doors to socialization which, prepare youngsters to integrate morals and values of the society (Chavez, 2016). And, in as much as certain marginalized young men will reject education in relation to scientific innovations and application, education generally, remains a critical tool as it brings awareness to the people as well as, preventing them from prevailing superstitious customs and traditions. Besides other than being a good problem solver, educations helps a person develop economically, socially, and personally (Connelly, 2017). Thus makes human beings dutiful as one acquires new knowledge and skills that impact the overall development. The goal of this is done to examine the role education has on the marginalized young men as well as why some people tend to accept or reject education as part of their identity.

 The role of Education in Marginalized Young Men

Education plays different roles in marginalized young men. Primarily, education in layman’s language is the process of learning or rather a knowledge, habits, values, and belief acquisition. Various methods of education include direct researches and discussion, storytelling, teaching, and training. Etymologically, education comes from Latin name “education,” meaning “a rearing, breeding, or a bringing up.”  It plays several roles in the marginalized young men such as, Fostering Motivation that keep Marginalized young Men in School.

Profoundly, Psychological Science, for instance, believes that education stimulates intrinsic strategies of learning, which bring joy to the boy-child predicting their positive behavior even when faced with adverse situations of poverty.

Incorporating Self-Direct learning, Evidence-Based Learning, and Open Education and Electronic Technology, in the school curriculum, ensure young men, regardless of the essential barriers they face, have unique been involved collectively as the rest of the students. Therefore, based on empirical psychological research, education provides deep life skills interventions which help the marginalized young men to understand the world problems and how to apply the skills in their daily routines (Jeffrey A. Greene, 2014). Education being the driver to development, assist the marginalized young men to understand aspects of economic growth, political participation as well as their rights as stated in the bill of rights. In the long run, they learn how to define and explain their basic needs rights, such as education, food, shelter, housing, and clothing, among others.

Additionally, education plays a unique role in marginalized young men by equipping them with constitutive perceptions such as education as a country’s status, human development, and human rights. In the end, other than appreciating the value of education, they tend to understand various methods of empowerment and why it is crucial. It is believed that education is the gateway to empowerment and freedom, and they’re very powerful equipment for the marginalized groups to fit in the social and economic world. It plays a significant role in taking the individuals to the next step as it initiated strategies that aid in an individual power in knowledge. In other words, educations remove all human doubts and fears by creating pathways that are used for development. It is henceforth essential role education plays in self-empowering individuals in addition to entertaining and making us successful.

Reasons why some marginalized young men reject Education

While several discussions elaborate on the value of education to the marginalized young men, several concerns are incorporated as some of them reject it completely. Education not only improves overall parameters of health but generates quality life, which is, however, not true to some marginalized young men. According to the Anti-Enlightenment Movement approach is that some people reject especially scientific education due to various reasons. People may tend to reject specific topics such as climate change evolution and vaccine safety, among others. In other words, via the theory of intellectual design, people will reject education based on their intuitive expectations or early merging. In the long run, the resistance tends to continue to their adulthood and that they will prefer non-scientific techniques in order to preserve their hidden beliefs.

Correspondingly, the central tenet of neuroscience and evolutionary biology, which clashes with intuitive values, is among the very many reasons why certain groups of marginalized young men will reject scientific education. As of 200, 42% of the marginalized young men believe that no transformation exists, as explained in scientific education (Village & Baker, 2018). Therefore, according to such a group, they will only incorporate the unproven efficacies in medical interventions. In other words, entities’ existence of supernatural objects such as fairies and ghosts is real. With such mentality in relation to astrology and divination in addition to ESP is that common resistance is related to the adherence of traditional knowledge.

The strong religious beliefs, for example, are related to anti-science discussions. Thus it becomes so hard to teach or engage them in a focus group discussion to understand life from a new perspective. An additional element to blame as to why some marginalized young men will reject education is their lack of insufficient exposure. That is connected to the relevance of scientific facts and, even with an approved scientific education. There exists misunderstanding within such a group of people who are not in line with the essential roles education plays in society. Several discussions are connected to the cultural factors which are irrelevant in most cases. In the long run, they run away from the universal facts incorporated in scientific education, which have a positive demand for life transformation, among others.

Reasons why some Marginalized Young Men Embrace Education as a Central Part of their Identity

It is ironic that despite the various evidence-based researches on the value of education, certain groups still resist it. To some, however, education remains a unique tool for personal identity. Marginalized Young Men embracing education believes that it is a significant tool in understanding oneself. Thus, education shapes and nurtures the social identities of people who in the long frames and understand themselves based on their weaknesses and strengths. Positive social changes in regards to education additionally entail identity formation and its impact on development (Kastrati, 2016). In the long run, through education, marginalized young men are introduced to other processes of sense identity through the intrusion of guiding and counseling lessons.

Besides, through education, some marginalized young men view themselves in a unique image regardless of the beliefs they have specifically. Generally, education educates people on the essence of the desired identity, which brings not only comfort but also security. In times of hardship, critical and creative thinking skills are involved in such a way that one can make a decision comfortably in addition to knowing how to act. Generally, as human beings are continuously facing complex situations, incorporating value-added educational skills is essential. Thus exploring the various aspects of life such as physical, cognitive, emotional, social, and spiritual well-being is considered.

Correspondingly, as personal identity evolved along with the phases of life, education plays significant roles in it by assembling different people and provide them with the best knowledge. They need to learn about their identity. One learns about their cultural norm values, basic facts as well as job skills they will want to apply in life. In the long run, the marginalized young men improve their lives, which helps society to run smoothly. When conjoined together, personal identity and social identity are heavily discussed in daily life lessons, and therefore, one understands their stable and changeable aspects in self-identity.

In conclusion, other than reasons why some people reject especially scientific education, it is important to understand the unique roles educations plays in society, such as self-identity. Education is significant in accomplishing life goals in relation to other outcomes, such as guiding someone’s lifestyle. Education is a paradigm that delivers skill, disseminates knowledge as well as internalizing social, cognitive, and physical values to groups.

 

 

 

References

Chavez, A. (2016). Rights in Education and Self-Identity: Education and Language of Instruction in Namibia. International Education Studies, 9(3), 189-196.

Connelly, D. F. (2017). Marginalization and the white working-class: an ethnographic study of NEET young men in a northern inner city (Doctoral dissertation, University of Huddersfield).

 Jeffrey A. Greene (2014). Self-Regulation in Education (Ed Psych Insights) 1st Edition

Kastrati, A. (2016). The Role of Education for Identity Formation Among Albanians and Serbs of Kosovo: the Application of the Difference-Blinded Approach for Establishing Citizenship Regime in a Multi-Cultural Society.

Village, A., & Baker, S. (2018). Rejecting Darwinian evolution: The effects of education, church tradition, and individual theological stance among UK churchgoers. Review of Religious Research, 60(3), 285-303.