Multiple deprivations: schooling experience of Dalit children in Bangladesh

Although Bangladesh has made much progress in school enrolment rate, retention rate and gender parity in both primary and high school, children from different Dalit communities still lag behind in these aspects. This research addresses the reasons behind Dalit children’s lack of access to education in Bangladesh. This paper argues that caste-based social exclusion with its effects on income, social relations and networks, access to labour market, schooling experience of Dalit children limit Dalit children access to school. I have followed a qualitative approach and employed case-study method. Findings reveal that a combination of different economic, social and cultural deprivations arise out of their caste and descent based stigmatization and discriminations exclude them from school. Fixed forms of occupation lead to income poverty which in turn limits parents’ capacity to spent in their children’s education. Parental low education level and job status, cultural elements, unfitting home environment, poor access to basic amenities are factors outside the school gate that affect Dalit children’s access to education adversely. On the other hand, humiliation and maltreatment by the peers and discrimination by teachers in the school environment make Dalit children’s schooling experience traumatic drops them out. Exclusion of Dalit from labour market also deeply impacts their access to education and their social integration. Due to labour market exclusion parents don’t want to invest in their children’s education as it brings no tangible benefits in return. It also makes Dalit students reluctant to education. Thus the study finds that a complex interaction of different social, economic, cultural and physical factors limits the access of Dalit children to education.