Voiced Unheard: Discrimination Against Marginalized in Education Sector :: Special Issue

01About This Special Issue

Education is widely recognised as a fundamental human right and a powerful instrument of social mobility. However, educational institutions continue to reflect broader social inequalities, with marginalised communities experiencing discrimination, exclusion, and unequal opportunities. This Special Issue, "Voiced Unheard: Discrimination Against the Marginalised in the Education Sector," seeks to foreground the experiences and perspectives of individuals and communities whose voices remain underrepresented in educational research and policy discussions

The Special Issue invites interdisciplinary contributions examining structural, institutional, cultural, and interpersonal forms of discrimination across schools, colleges, and universities. It welcomes research on caste-based exclusion, gender inequality, racial and ethnic discrimination, religious marginalisation, disability, linguistic barriers, economic disadvantage, and the educational experiences of Indigenous communities, migrants, and refugees. Contributions may explore the effects of discrimination on educational access, academic achievement, retention, psychological well-being, identity formation, and social mobility.

The issue also encourages critical discussions on inclusive pedagogy, affirmative action, institutional accountability, educational policies, and community-led interventions. By bringing marginalised voices to the centre of academic inquiry, it aims to challenge existing hierarchies and advance equitable, inclusive, and socially responsive educational environments where every learner can participate with dignity and equal opportunity.

Potential topics include, but are not limited to:

(1) Beyond Access: Structural Inequalities and the Reproduction of Social Exclusion in Global Education Systems
(2) Caste, Race, and Ethnicity in Education: Comparative Perspectives on Historical and Contemporary Discrimination
(3) The Hidden Curriculum of Inequality: Everyday Discrimination, Microaggressions, and Student Belonging in Higher Education
(4) Gender, Intersectionality, and Educational Exclusion: Experiences of Marginalised Women and Girls Across the World
(5) Digital Education and the New Divide: Algorithmic Bias, Artificial Intelligence, and the Exclusion of Marginalised Learners
(6) Discrimination, Mental Health, and Educational Belonging: The Psychosocial Consequences of Exclusion
(7) Migration, Refugee Education, and the Politics of Belonging: Barriers to Inclusion in Host Societies
(8) Disability, Neurodiversity, and Inclusive Education: Moving Beyond Formal Access Towards Substantive Equality
(9) Whose Knowledge Counts? Curriculum, Epistemic Injustice, and the Representation of Marginalised Communities
(10) From Resistance to Reform: Student Activism, Institutional Accountability, and Transformative Approaches to Educational Justice

Through this Special Issue, we aim to advance critical understanding of discrimination and social exclusion in education, amplify the voices of marginalised communities, and identify inclusive policies and practices that promote educational equity, social justice, and equal opportunities for all learners. We welcome researchers from various disciplines, including sociology, education, social work, psychology, public policy, and human rights studies, to provide interdisciplinary perspectives on discrimination against marginalised communities in educational institutions across the world. Your contributions will play a crucial role in advancing knowledge, challenging structural inequalities, informing educational policies, and fostering more inclusive, equitable, and socially responsive learning environments.

02Meet the Guest Editors

Our distinguished editors bring deep subject-matter expertise to curate high-quality research and ensure a rigorous peer-review process.

Lead Guest Editor

Bawa Karwal

University Institute of Liberal Arts and Humanities, Chandigarh University, Mohali, India

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04Published Articles

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Science Journal of Education