Street children, who are they? Why are they homeless? How do they actually live on the streets? What quality of life do they enjoy? What are the characteristics of these children? These questions appear to be simple, but the answers are so very complex. Very often the public lacks proper information about these children, and they instinctively judge and cast aspersions on them. This chapter presents a clear understanding of some of the characteristics of street children. With the use of current literature, it tries to provide a definition and quantify the number of street children. It explains the difference between children “on” and “of” the streets and highlights some of the notions of street culture. It is the firm view that if the public is more cognizant of the reasons these children live on the streets, they may tend to be sympathetic and understanding to their needs. This chapter does not evoke sensationalism but tries as far as possible to create an awareness of the lifestyle of street children.
TopIntroduction
Over the last century, there has been a growing number of children who live on the streets. Although very little is still known about them, they are often regarded in a negative light. This chapter explains some of their characteristics and offers possible definitions and shows the complexity in trying to quantify them. It examines the difference between children “on” and “of” the streets and talks about street culture. It is the firm view that if people are more informed about the lifestyle of these children, they may be more sensitive to their needs.
Diversity, equity, and inclusion in education when implemented properly does not discriminate and disregard but highly recognizes the dignity and worth of individuals. It is compulsory for education because it embraces all, regardless of age, race, ethnicity, abilities and disabilities, gender, religion, culture and sexual orientation. Thus, it is imperative that educators construct a learning environment that always promotes inclusion and motivates students to do the same. This task is difficult and demanding especially where street children are concerned. This chapter offers possible definitions and shows the complexity in trying to quantify them. It examines the difference between children “on” and “of” the streets and talks about street culture. It is the firm view that if people are more informed about the lifestyle of these children, they may be more sensitive to their needs and value the diversity, equity, and inclusion in education of these children. This chapter also explains the tremendous importance of diversity, equity, and inclusion in education.
Definition of Street Children
Mondal (2013) held the firm view that children are a great source of hope and inspiration for a society. Consequently, they have a right to be brought up in a positive and proper environment which ought to be inclusive. This perspective by Mondal (2013) is crucial, but it is completely contrasting when one tries to arrive at a conceivable definition of street children. There are several definitions for street children because different countries construe them in various ways. Thus, it is very complex to accurately formulate a single definition for them. Reza and Henly (2018) believed that the street environment is often filled with illness, violence and poverty and these children rely on each other for survival. Consortium for Street Children (2019) noted that many people use the terms “street children” and “homeless children” interchangeably but there are some differences. For example, not all street children are homeless. Some of them seek accommodation at night shelters and hostels. Conversely, children who are described as street children are not necessarily homeless. They work, play, and spend time on the street, but return to their family or parents. The street is their home and they do just about everything for survival. In this manner, they become vulnerable, (Kwaku, 2019).
A review of the literature clearly indicated that street children are often described in an unfavourable manner. Atwar and Engkus (2020) stated that: “Street children are always associated with acts of violence, crime, and social disturbances. They become socially susceptible and vulnerable to their environment, both as causes and victims.” Dabir (2014) noted that unsupervised minors who constantly dwell on the streets and make it a source of livelihood could be considered street children. Irawati et al. (2021) believed that street children work on the streets and unsuitable places such as under bridges and vacant land. They also hold no support from family and are unsupervised. Embleton et al. (2016) suggested that street children are persons, aged 12 to 24, for whom the street is their chief source of livelihood, and they also spend a significant time on the streets. Mulekya et al. (2021) defined them as individuals who literally dwell on the streets. Kumar et al., (2019) note that street children are constantly at high risk. They are vulnerable to all types of exploitation, abuse, and sickness. They are also deprived, neglected, and denied of all their rights; especially those of their childhood. Kumar et al. (2019) also claimed that without proper guidance, these children may look forward to a very uncertain and unproductive future. The preceding paragraphs illustrated the complexity to arrive at a factual definition of street children. The following segment demonstrates the difficulty to quantify them.