A Candle in the Dark! Quest for Learning Among Students of Underprivilege Area; A Case Study of Mubarak Village, Pakistan

Abstract

This study explores the educational challenges and aspirations of students in Mubarak Village, a marginalized coastal community in Pakistan. Using a qualitative research design, the study employs direct observations and in-depth interviews with community members to assess barriers to education, including poor infrastructure, economic constraints, gender norms, and a lack of trained teachers. Despite these obstacles, students demonstrate a strong commitment to learning and recognize education as a pathway to socio-economic upliftment. A unique aspect of this study is the integration of social work principles into teacher training, as Bachelor of Education (B.Ed.) students engaged in a teaching practicum within the village. Findings reveal that experiential learning in marginalized settings fosters empathy, cultural competence, and a commitment to social justice among prospective teachers. The study highlights the role of community-based interventions in addressing educational disparities and underscores the importance of collaborative efforts between policymakers, NGOs, and local stakeholders to enhance educational opportunities. Recommendations include teacher capacity-building programs, policy reforms, and infrastructural improvements to ensure sustainable educational development in underprivileged rural areas. This research contributes to the discourse on education equity and social work in education, offering insights for future interventions in similar contexts.