DialogueON: Marginalisation

On Saturday 17th October, Open Dialogues International hosted our monthly themed dialogue event titled ‘DialogueON: Marginalisation’. The session explored how discrimination continues to shape people’s experiences and sense of belonging, despite progress towards greater legal equality. 

Focusing on marginalisation within education, the discussion examined how exclusion can be reinforced through institutional structures. Participants reflected on the importance of recognising these inequalities and creating a more inclusive educational environment where different perspectives can be respected.

Bella Allen - Whose Knowledge Counts?

Our first speaker, Bella Allen, highlighted the importance of questioning who shapes educational materials and wider public narratives. Bella is interested in human rights, justice, climate change, outer space politics, and global security. She has an BSc in Politics and International Relations and is currently studying for her MA in International Conflict in London. She has previously worked for HeroesToo, an environmental NGO.

Bella noted that Western, male perspectives are often treated as the dominant default in much of the classroom literature. These assumptions are not always deliberate, but when left unchallenged they can marginalise alternative perspectives. She emphasised that this extends beyond academic environments and can impact journalism or social media, fundamentally reshaping how people understand the world around them.

Bella also stressed the importance of engaging critically with the information we encounter. Addressing knowledge discrimination requires conscious effort. This includes reflecting on our own assumptions and questioning established narratives. We must actively recognise whose experiences may be missing. Education has a key role in this process by encouraging people to challenge existing inequalities.

Zohaib Baig - Inclusive Classrom Practises

Our second speaker, Zohaib Baig, brought extensive experience in school management, teacher coordination, and inclusive classroom practices to the discussion. He explored how marginalisation can emerge in everyday classroom practises, even when teachers have no intention of excluding particular students.

He explained that schools often prioritise those who respond quickly or speak confidently. This leaves the quieter or less expressive students on the margins. Over time, these practices can create a classroom culture where some students feel more able to participate than others.

Zohaib advocated for a more flexible and inclusive teaching approach that recognises students have different strengths. Practical recommendations included pair-and-share activities and allowing students an extra five seconds before interruption. He also emphasised the importance of giving students time to independently explore issues. Education is designed to empower students. In Zohaib’s words, “once you have a choice, you have a voice”. 

Dialogue

Following both presentations, the discussion opened up to our participants. Their discussion highlighted how marginalisation intersects with education but also poverty, disability, gender inequality and displacement.

One participant noted that access to education remains unequal in rural and disadvantaged communities. Financial constraints, limited infrastructure and distance challenges can prevent students from accessing knowledge.

Participants also stressed that legal protections are insufficient when institutional accountability remains weak. Addressing marginalisation requires governments to ensure meaningful access to education and decision-making. This must be accompanied by grassroots action to counter the unconscious biases and social norms that perpetuate discrimination. 

All participants agreed that marginalised groups must be actively involved in shaping the institutions and policies that affect them. Education plays a critical role in exposing students to different experiences, encouraging critical thinking within the classroom and the wider world.

Final Thoughts

Our speakers shared their final thoughts:

• Bella argued that language can make things seem equal but in reality they are not,

• Zohaib stated “if we’ve made the chain then we can break the chain.”

Creating inclusive societies and education settings requires sustained effort to challenge the structures of marginalisation. Education should empower individuals with confidence and critical thinking skills. Overall, participants highlighted that the systems that perpetuate discrimination are human-made and therefore can be human-changed.

~Naomi Lea