scholarly journals A 'Ghetto' of One's Own: Communal Violence, Residential Segregation and Group Education Outcomes in India

2021 ◽  
Author(s):  
Aarushi Kalra

How does ethnic violence and subsequent segregation shape children's lives? Using exogenous variation in communal violence due to a Hindu nationalist campaign tour across India, I show that violence displaces Muslims to segregated neighbourhoods. Surprisingly, I find that post-event, Muslim primary education levels are higher in cities that were more susceptible to violence. For cohorts enrolling after the riots, the probability of attaining primary education decreases by 2.3% every 100 kilometres away from the campaign route. I exploit differences in the planned and actual route to show that this is due to greater spatial cohesion within communities threatened by violence.

2021 ◽  
Author(s):  
Aarushi Kalra

How does ethnic violence and subsequent segregation shape children's lives? Using exogenous variation in communal violence due to a Hindu nationalist campaign tour across India, I show that violence displaces Muslims to segregated neighbourhoods. Surprisingly, I find that post-event, Muslim primary education levels are higher in cities that were more susceptible to violence. For cohorts enrolling after the riots, the probability of attaining primary education decreases by 2.3% every 100 kilometres away from the campaign route. I exploit differences in the planned and actual route to show that this is due to residential segregation of communities threatened by violence.


2020 ◽  
Vol 30 (5) ◽  
pp. 986-992
Author(s):  
Katrine Bach Habersaat ◽  
Adriana Pistol ◽  
Aurora Stanescu ◽  
Catherine Hewitt ◽  
Miljana Grbic ◽  
...  

Abstract Background A large measles outbreak started in Romania in 2016. Current study aimed to (i) clarify who was affected by the outbreak, (ii) identify their barriers and drivers to vaccination and (iii) explore variation by population group. Methods This was a two-component study. Outbreak surveillance data for 6743 measles cases were reviewed to identify key characteristics. A survey was administered via telephone to 704 caregivers of measles cases (520 respondents) to explore capability, opportunity and motivation barriers to vaccination. Data were summarized descriptively for respondent characteristics and statements. Differences by population group (education, household income, ethnicity, setting and mobility) were explored using χ2 tests, Fisher’s exact tests or regression models. Results Most cases were unvaccinated and lived in low coverage areas. Ethnic minorities were disproportionally affected. Most caregivers felt welcome at health facilities. Some were less satisfied with the waiting time and had found the vaccine out of stock. Not everybody knew that vaccines were free of charge. Less than half knew the child’s next vaccination date, some had not been informed and did not know where to seek this information. Some said their peers did not vaccinate. Beliefs were generally supportive of vaccination; but many were concerned about vaccine safety and found they had not received good information about this. Conclusions varied greatly between minorities and less educated groups, compared with people with higher education levels. Conclusions Identifying characteristics of the population affected and underlying factors can inform a strategy to avoid future outbreaks and further research to obtain deeper insights.


2017 ◽  
Vol 49 (6) ◽  
pp. 1286-1307 ◽  
Author(s):  
Raphael Susewind

In India, the country with the third largest Muslim population in the world, residential segregation along religious lines has long been of concern. Many go so far as to speak of the large-scale ‘ghettoization’ of Muslims, a trend commonly attributed to the state’s negligence towards this religious minority and prolonged histories of so-called ‘communal’ violence between religious groups. Others emphasize long-standing pattern of residential clustering in enclaves and claim that these have always been voluntary. Both the ghetto and the enclave are usually considered highly segregated spaces, though. This paper complicates such views through an in-depth engagement with the seminal ethnographic volume Muslims in Indian Cities, edited by Laurent Gayer and Christophe Jaffrelot. Based on novel quantitative estimates of religious demography, I contrast and compare the same 11 cities studied in their book – Mumbai, Ahmedabad, Jaipur, Lucknow, Aligarh, Bhopal, Hyderabad, Delhi, Cuttack, Kozhikode and Bangalore – using statistical indices of segregation. This comparison with the ethnographic ‘gold standard’ shows that the mere extent of segregation is an insufficient shortcut to the phenomenon of ghettoization: a ghetto actually need not be highly segregated and a ‘mixed area’ can be surprisingly homogenous. Consequently, I argue that one should not only distinguish between voluntary and forced clustering but also consider the wider ‘mental maps’ through which inhabitants experience, perceive and judge their city. Such mental maps specifically help to uncover historical trajectories, feelings of insecurity and the future expectations of people regarding their cities – irrespective of quantitative degrees of segregation.


2015 ◽  
Vol 8 (11) ◽  
pp. 211
Author(s):  
Ana Isabel Santos

<p class="apa">The transition between educational levels is a process characterized by the complexity and repercussions that it represents to the future of children’s education. Studies conducted in this field acknowledge the relevance of the approximation and continuity between the practices of preschool and primary teachers for children’s development and learning. However, they are also unanimous in stating that an optimized transition process is far from completion. There is a lack of studies that investigate the issue of continuity between educational levels in Portugal, especially in reading and writing. To address this problem, the objective of this study is to understand the way in which preschool and primary teachers work toward a coordinated and fluid transition, particularly in the field of written language. Interviews were conducted with preschool and primary teachers, and the results reveal the different positions among preschool and primary teachers in the manner in which they conceive the transition process between these two education levels.</p>


2008 ◽  
Vol 8 (3) ◽  
pp. 451-472 ◽  
Author(s):  
Yuhki Tajima

Recent scholarship on communal violence in Indonesia since the late New Order has focused on identifying causal mechanisms of particular subtypes of communal violence such as large-scale communal violence, town-level communal rioting, intervillage violence, and lynching. While such analyses are useful in understanding aspects specific to each subtype of violence, analyzing each subtype separately risks the analytical problem of selection on the dependent variable if there are important similarities across subtypes. Drawing on the observation that each of these subtypes appeared to rise and fall together since the late New Order, I propose a common factor that can explain the broad temporal patterns of communal violence. In particular, I point to increasing restraints on the military that arose from intraregime infighting, greater scrutiny of military actions during theketerbukaan(political openness) period, and the withdrawal of the military from police duties during Reformasi. I examine four cases of communal conflict: (1) a case in which intravillage violence was averted, (2) a case of lynching, (3) a case of lynching and subsequent intervillage reprisals, and (4) a case of large-scale communal violence. The first three cases are from Lampung province, and the fourth is the case of Poso district, Central Sulawesi.


2017 ◽  
Vol 51 (4) ◽  
pp. 1223-1228 ◽  
Author(s):  
Ajay Verghese

One of the central questions driving my research as a political scientist is understanding why ethnic conflict in multi-ethnic states revolves around one identity rather than another. Why, for example, do some regions of a diverse polity like India experience recurrent religious conflict whereas other regions experience severe caste conflict? In my book,The Colonial Origins of Ethnic Violence in India, I argue that these patterns of conflict are shaped by the legacies of British rule, especially the enduring divide between directly ruled provinces and indirectly ruled princely states. I contend that British administrators, in the wake of the 1857 Rebellion that they interpreted as a religious (Muslim) uprising, began to emphasize caste and tribal identities in their provincial governments, creating policies of ethnic stratification that led to increased caste and tribal conflict over the long run. Princely rulers, on the other hand, did the opposite: they implemented ethnic policies on the basis of religion, thereby creating legacies of communal violence. I defend this argument using archival research and interviews carried out in four comparative case studies (comparing two sets of contiguous provinces and princely states in Rajasthan and Kerala), one additional case study, and a statistical analysis of ethnic violence across 589 Indian districts.


2001 ◽  
Vol 14 (8) ◽  
pp. 1219-1230
Author(s):  
Tat’iana G. Karchaeva ◽  

The study tested members of volost executive committees, deputies, chairmen and secretaries of village Soviets that served in the Yeniseisk and Irkutsk Governates from 1921 till 1925. Village Soviets were meetings of deputies elected to fulfill people’s right to power. Volost executive committees were administrative and executive public service for village Soviets. In accordance with archival materials, we determined that 1,357 village Soviets worked in the Yenisesk Governate in 1923 (including Achinsk, Yeniseisk, Kansk, Krasnoyarsk, Minusinsk, Turukhansk uyezds). 782 inhabitants and 1.9 villages formed one village Soviet in the Yeniseisk Governate of several members. On average, one village Soviet included 4–5 members. The number of residents in one village of the Yeniseisk Governate was 404, and 7,071 people lived in one volost. Moreover, 9 village Soviets formed one volost executive committee of 41 members. 460 village Soviets were located in the Irkutsk Governate in 1923(including sparsely populated Balagansky, Selenginsky, Kirensky, Ziminsky, Verkholensky, Irkutsk, Tulunsky uyezds). Therefore, one volost Executive Committee included 32 members. 256 people lived in one village in the Irkutsk Governate; 6,839 inhabitants lived in one volost. Socio-cultural image of employees in the Yeniseisk Governate’s volost Executive Committees was not an elite image: 64 % communists; 83 % peasants; 17 % workers and intellectuals; 2.4 % had a higher education level; 67 % had secondary education level; 30 % had primary education level; 0.6 % had a home education level; however, there weren’t any illiterates. The Irkutsk Governate’s volost Executive Committees included: 37 % communists; 85 % peasants; 15 % workers and intellectuals; 99 % had higher, secondary and primary education levels. However, members of village Soviets were more democratic than members of volost Executive Committees. For example, 15 % of village Soviets’ deputies were illiterate in the Yeniseisk Governate. Moreover, 16 % of deputies were illiterate in the Irkutsk Governate. Other deputies had lower and home education level. Only 11 % of village Soviets’ deputies were communists in the Yeniseisk Governate. 9 % of deputies were communists in the village Soviets in the Irkutsk Governate. Importantly, 99 % were men among local administrators in Eastern Siberia. Although gender equality was proclaimed in Soviet Russia, it was absent in the Yeniseisk and Irkutsk Governates in the first half of the 1920s. As a result, members of the volost executive committees and village Soviets in Eastern Siberia were ordinary people. They did not have any professional experience; and they had a low level of work ethics. To analyze the information about members of volost Executive Committees, deputies, chairmen and secretaries of village Soviets we used archival materials of the Fund No. 393 «People’s Commissariat of Internal Affairs of the RSFSR» from the State Archives of the Russian Federation (Moscow)


2016 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Sukati .

<p><em>The curriculum is an important instrument of education, because the curriculum is a guide in carrying out instruction which is conducted by teachers, principals or policy makers at higher levels. Along with the developed era which is marked by global of information and technology currenly, the managemant and curriculum development should be done at all levels including in primary education / Islamic primary education levels.</em></p><p><em>In curriculum development, involving the various components or elements. Each component requires a proper and serious development, because of the unity, connectedness, and coherence between the various components of the curriculum is process for achieving educational goals.</em></p><p><strong><em> </em></strong></p><p><strong><em>Key words</em></strong><em>: Curriculum development, various component </em></p>


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