Communal segregation: Difference between revisions
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Communal segregation refers to the separation of different communities or groups within a society, often based on factors such as race, ethnicity, religion, or socioeconomic status. This segregation can occur in various forms, such as residential segregation (people from particular communities dwelling in specific neighborhoods), educational segregation (students attending separate schools based on their community backgrounds), or social segregation (people from different communities having limited interactions and social connections). | Communal segregation refers to the separation of different communities or groups within a society, often based on factors such as race, ethnicity, religion, or socioeconomic status. This segregation can occur in various forms, such as residential segregation (people from particular communities dwelling in specific neighborhoods), educational segregation (students attending separate schools based on their community backgrounds), or social segregation (people from different communities having limited interactions and social connections). | ||
Revision as of 17:41, 8 April 2024
Date and country of first publication[1]
2008
United kingdom
Definition
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
Communal segregation refers to the separation of different communities or groups within a society, often based on factors such as race, ethnicity, religion, or socioeconomic status. This segregation can occur in various forms, such as residential segregation (people from particular communities dwelling in specific neighborhoods), educational segregation (students attending separate schools based on their community backgrounds), or social segregation (people from different communities having limited interactions and social connections).
Communal segregation can have significant social, economic, and political implications. It can perpetuate inequality and hinder social cohesion by creating divisions and barriers between groups. This segregation might result in unequal access to resources, opportunities, and privileges, leading to disadvantaged communities being stuck in a cycle of poverty or marginalization.
Communal segregation can also contribute to the development of stereotypes, prejudice, and discrimination between different communities. It can reinforce existing biases and prevent people from understanding and appreciating diversity.
Efforts to address communal segregation include promoting inclusive policies and practices that encourage integration, diversity, and equal opportunity. This can involve initiatives to improve access to housing, education, jobs, and public services for all communities regardless of their backgrounds. Community engagement, dialogues, and initiatives aimed at fostering understanding, tolerance, and empathy are also important to bridge gaps and promote social integration.
See also
References
Notes
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
Further reading
Grattan A.; Morgan S. (2008) "Confronting segregation: Lessons from developmental community youth work practice in conflict societies", International Journal of Interdisciplinary Social Sciences, 3(7), pp. 1-9. Common Ground Research Networks. DOI: [htttp://doi.org/10.18848/1833-1882/cgp/v03i07/52666 10.18848/1833-1882/cgp/v03i07/52666]
Heitmeyer C. (2009) "'There is peace here': Managing communal relations in a town in Central Gujarat", Journal of South Asian Development, 4(1), pp. 103-120. . DOI: [htttp://doi.org/10.1177/097317410900400107 10.1177/097317410900400107]
Murphy P. (2011) "The paradox of dialogue", Policy Futures in Education, 9(1), pp. 22-28. . DOI: [htttp://doi.org/10.2304/pfie.2011.9.1.22 10.2304/pfie.2011.9.1.22]
Mansouri F.; Ebanda de Bbéri B. (2014) "Global perspectives on the politics of multiculturalism in the 21st century: A case study analysis", Global Perspectives on the Politics of Multiculturalism in the 21st Century: A Case Study Analysis, 1-248. Taylor and Francis. DOI: [htttp://doi.org/10.4324/9781315769332 10.4324/9781315769332]
Lafi N.; Riedler F. (2018) "Administrative boundaries, communal segregation and factional territorialisation: The complex nature of urban boundaries in the ottoman empire", Journal of the Economic and Social History of the Orient, 61(4), pp. 593-605. Brill Academic Publishers. DOI: [htttp://doi.org/10.1163/15685209-12341463 10.1163/15685209-12341463]
Frost N.; Selwyn T. (2018) "Travelling towards home: Mobilities and homemaking", Travelling Towards Home: Mobilities and Homemaking, 1-224. Berghahn Books. DOI: [htttp://doi.org/ ]
Al-Zaman M.S. (2022) "A Thematic Analysis of Misinformation in India during the COVID 19 Pandemic", International Information and Library Review, 54(2), pp. 128-138. Taylor and Francis Ltd.. DOI: [htttp://doi.org/10.1080/10572317.2021.1908063 10.1080/10572317.2021.1908063]