Introduction
Globalization has been considered an umbrella term that expresses a complex series of economic, social, cultural, and technological changes in India based on the framework of cooperative federalism. The Indian education system has been represented in its development history where it got impetus changes after the British invasion. Most of its critical impact lies on marginalized communities, and women are highly affected due to changes in traditional and cultural education. In the post-independence period, the education system in India for marginalized communities has been exposed as having minimal excellence, expansion, and inclusion (Malik, 2018, p.16). These are some of the powerful features that critique future change due to different levels of privatization. Most of these impacts brought by globalization on the Indian education system affect marginalized and underrepresented communities, with women and girls at the forefront of these effects. Therefore, the reflection will focus on different perspectives on how globalization has impacted the Indian education system towards marginalized communities.
Customized Education Programs
India’s education system has been affected by globalization through ushering in a lot of changes, like how curriculum, policies, values, and assessments are presented. For example, in different schools in the nation, those within the marginalized community are going for a customization education program that provides minimal education initiatives (Kaur, 2018, p. 43). This modified program has an impact of gaining minimal skills, expressing innovation in a different dimension, and creating an effect on the globalization world. View of globalization in those underrepresented communities who are women and girls has encroaching changes, making their institution focus on just set programs. However, established programs might lead to polarization in the community, which is an entry to creating a higher number of intellectuals in the nation. Meanwhile, reflection gaps are set, which impose price barriers in some of the affected regions leading to poor communities and oppressed nations.
Increase the Number of Low-paid Women in Marginalized Regions
Globalized has increased the number of low-paid, full time and part-time women, an issue that exploits the education system in the region. Increased price creates an open economy, and competitive demand rises, leading to changes in women’s interest levels. Growing nuclear families in underrepresented communities leads to the harmful illusion of education as they are more pitiable (Mir, 2019, p. 359). Sometimes they spend most of their free time in isolation, affecting the education system.
Moreover, the feminization of the population in India has further aggravated this issue in marginalized regions. Similarly issue of male migration from rural areas to urban centers has put most women under the triple burden of homemaking and educating children, making globalization present adverse outcomes (Sharma and Joshi, 2019, p. 261). At some time, migration of women and the issue of early marriage have posed this impact where economic and social interaction is minimal, leading to increased exploitation and other trafficking measures where girls cannot progress with education.
Social Exclusion
Indian education, more so in marginalized communities, has been affected by aspects of financing, excellence, and equity, where globalization has led to share-level changes. Most of these problems affect women and girls as they might face various challenges leading to school dropouts (Gu, 2021, p. 55). Traditionally, excluded social groups created an impressive way where all progressive groups could access education. Still, with technological change, that exclusion makes the education system in India have a negative outcome.
Conclusion
Globalization and social justice collide in India, leading to a change in the education system, more so on direct investment, cross-border level, and other services provided for the marginalized community. Some of the reflected issues are temporary, though they affect women due to litigation change and technological superiority. In a commercialized manner, there is a need for the nation to create measures for local needs, which helps them to understand faster challenges that comply with the education system.
References
Gu, Y. (2021) ‘The impact of globalization on education’, International Journal of Social Science and Education Research, 4(3), pp.152-157.
Kaur, P. (2018) ‘Impact of globalization on women’, Global Journal of Commerce and Management Perspective, 7(2), pp.41-44.
Malik, R.S. (2018) ‘Educational challenges in the 21st century and sustainable development’, Journal of Sustainable Development Education and Research, 2(1), pp.9-20. Web.
Mir, A. A. (2019) ‘Globalization and Education: challenges and Opportunities to Implement Inclusive Education in India’, The Eastern Anthropologist, 72(3), pp.353-370.
Sharma, A. and Joshi, A. (2019) Impact of globalization on education in India: towards global standards or cultural imperialism? (pp. 257-265). Springer, Singapore.