Social Inclusion Foundation Degree - Assignment Example

?Order 527067 Topic: Social Inclusion (SWFS5004) Foundation Degree Lecturer: Brochure The concepts of social inclusion and social exclusion Within a society, social inclusion is featured by its commonly shared social experience and dynamic participation for all members of a society with a wide equality of opportunities and attainment of a fundamental level of well-being (Young, 1999). On the other hand, social exclusion is considered somehow a new idea and multidimensional. There is no concrete definition that reflects the entire complexity of this ideology. Majority of research efforts are one-sided and usually focus on the facets of economic life. More recent scholarly studies reveal that social exclusion is multi-faceted in character. Levitas (1998) thus sees it as a multidimensional concept, dependent on the position of a person or a group of persons in the society. He further notes that every form of societal marginalization can cause social exclusion. Social exclusion is conceptualized via various social processes and aspects of daily life such as economical, cultural, disability, political and organizational just to name a few. In the views of Levitas (1998), social exclusion is the product of an intricate process and definitely not as a result of economical disadvantage alone. Hence, the concept of social exclusion should be thought in the framework of a social organization in which four subsystems namely politics, economics, social/community and family systems are at play (Phillipson et al, 2003). Even though social exclusion is seen as multi-facial, it nevertheless still poses constant problems. Cushing (2003) further observes that the concept of social exclusion is not only multi-faceted in the sense that it is controlled by various social processes, but the idea is also relational. This is because its various causes affect classes of individuals differently depending on gender, ethnicity or social class among others (Silver, 1994). It is worth to note at this point that social exclusion and inclusion should not be considered as a dichotomy since one is usually not wholly excluded or included. For example, an individual can be excluded from specific political rights due to his or her ethnic origin but included for social benefit services (Woodward, 1997). Phillipson et al (2003) also observe that exclusion and inclusion form a dynamic phenomenon. This is because within a given society, an individual can be socially excluded or included over a given period of time. For this reason, it is not wise to give all inclusive definition of social exclusion but to employ an approach that identifies deprivation factors (Pierson, 2001). A good example is deprivation of employment. In this approach, social inclusion originates from synergies between various players in local government and services as well as social partners via participation, associations and networking (Silver, 1994). Levitas (1998) observes that exclusion depends on system failures only. Within this viewpoint, social exclusion is viewed on the basis of the hetero-designation of particular groups which are termed as the excluded. Other studies neglect the human potential to build inclusion within one or several everyday spheres according to Massey & Jess (1995). A number of concerns have been raised regarding self-designation processes, the effects of identity on inclusion as well as exclusion boundaries which may mediate in the said identities. Hence, social exclusion may depend on the role of a person who is socially excluded when he or she can offer nothing to the society in exchange for what society can give back (Phillipson et al, 2003). Moreover, individuals, groups of people and societies can lock themselves off, creating ever higher boundaries by asserting their norms in a strict and rigid style which may, as a result exclude others who do not agree with them or who are not recognized by them (Castles, 2000). There are a number of cases in which religious, political and ethnic causes have resulted in successful processes of exclusion, the outcomes of which has been the annihilation of others and civil wars. Moreover, forming closed spaces for specific groups that are secluded and disconnected from the society with particular rules and always with a lower status can also lead to exclusion (Rodgers et al, 1995). Strategies that are designed to encourage equal access for all when developing collaborative care Some of the strategies that can be designed to encourage equal access for all when developing collaborative care include social inclusion strategy, community cohesion strategy and equality strategy. The foundation of social inclusion strategy is the issue of equality. In the last two decades there has been an increased call for equality in all aspects. This trend is being witnessed by global adoption of laws on equality regarding age, disability, gender, sexual orientation and religion. This in essence has increased the duties and obligations of many organizations dealing with equality issues as noted by (Pierson, 2001). Equality is the cornerstone of all elements of social inclusion strategy. Rodgers et al (1995) note that there is a direct relationship between a better employer and an effective workforce capable of delivering services to a wide range of customers and societies. The other significant factor that can foster inclusion is improved access to services and opportunities. The capability of public and other stakeholders to help those most in need and to fight the cycle of disadvantage where deprivation is passed on from one generation to another is essential to social integration (Pierson, 2001). Another strategy that can encourage equal access for all when developing collaborative care is community cohesion. This is a significant element as it becomes impossible to have real social inclusion if people do not co-exist safely and happily (Castles, 2000). This is because community safety is an essential component of community cohesion. There are other essential ingredients for sustainable social inclusion. Woodward (1997) notes that for a real social inclusion to be realized, a sustained and consistent civic leadership is essential. He additionally argues that developed and maintained social capital is another necessary ingredient of social integration. For social inclusion to be maintained, two more ingredients are necessary. According to Pierson (2001), there needs to be continued and consistent civic leadership. He further argues that developed and maintained social capital form a necessary ingredient of social integration. Creating social capital refers to helping individuals and societies to create the resources and the necessary skills to play an important role in public life on a regular basis. This entails bringing similar people together and also filling gaps between different types of people (Cushing, 2003). The main concern of social inclusion is ensuring that all individuals have the best possible opportunity to benefit from the chances and services provided in the society. However, individuals must also have the choice and the opportunity to posses and control their individual inclusion. Reducing homelessness can also encourage equal access for all when developing collaborative care. Recent studies suggest that economic and social factors including the primary and structural are causes of homelessness (Cushing, 2003). They also identify individual factors and situation that influence a person’s life which may cause homelessness. This particularly involves the targeting of initiatives that prevent and minimize homelessness. Gradual change and improvements to homeless peoples’ lives can be of considerable boost to social inclusion. Tackling drug abuse related problems can also foster social inclusion. According to Pierson (2001), there is a need to direct more efforts into exploring new approaches to handle the complex problems associated with drug abuse. In this direction, some innovative techniques illustrate some of the current initiatives that have already attracted unqualified attention. In addition, there should be an effort to increase school retention rates as this encourages social inclusion. Innovative approaches should be put in place to help children and young people to complete school. Concerned government agencies should work as a team to achieve the shared objective of extending the involvement of young people in education which can in turn increase school retention rates (Phillipson et al, 2003). Further, all stakeholders should work together in creating local solutions to issues that prevent children from satisfactorily finishing their education. Reducing the rate of suicide and self damage for children can also encourage social inclusion. Communities should be assisted in developing local responses to suicide prevention based on capacity building across government cooperation and coordination. More resources should be made available to make sure that communities in rural and remote areas have access to suicide prevention services (Castles, 2000). Empowering youth is also good strategy of promoting social inclusion as this can increase thier employment opportunities. However, there should be a special focus on disadvantaged ones. Challenges to strategies designed to beat oppressive practices There are a number challenges to strategies designed to beat oppressive practices. One such challenge to social inclusion is school dropout rates among high school students. Transition from primary to high school is the most vital point and majority of disadvantaged students do not get through it (Pierson, 2001). Secondly, ethnic backgrounds seriously affect various aspects of an individual’s life. For instance, they affect educational, religious and cultural choices of individuals. History is full of examples of cases of social exclusion based on ethnic lines. Gender imbalance is also a significant factor that causes social exclusion. Historically, men have excluded women in a number of areas, the reason being only their gender. There are relevant studies that reveal that girls participate less than boys in education (Cushing, 2003). This by nature can foster social exclusion. Additionally, minimal skills and lack of incentives for educators undermines the spirit of inclusiveness in schools. Moreover, vocational education and training is under utilized as a means to advance social inclusion. Some policies only target the most marginalized such as the disabled, internally displaced and the poor. This way, social inclusion measures or approaches often handle one type of people at a time. For this reason, there is a need for a more comprehensive approach in this area. More efforts need to be directed into exploring the most attractive social innovations that can be used to improve social inclusion. For instance, developing mechanisms aimed at eradicating poverty among the disadvantaged groups as well as community initiatives are aimed at providing services to the disadvantaged. Conclusion For a long time, the complexity and multi-dimensional nature of social exclusion has been well-known. Poverty, deprivation, disability, mental health and low skills among others all contribute to the inability of individuals to take part in the economic, social and cultural aspects of the community in which they live (Massey & Jess, 1995). Social inclusion is about conquering structural blocks and advancing rights to the most disadvantaged, thereby reinforcing processes that lead to equality. The key components of social inclusion consist of access to social products with the correct resource allocation across the social contract; empowerment of individuals and groups participation in the society as well as creating an understanding that can fill in the gaps between people. Overall, social inclusion is build around psychology, sociology and infrastructure of inclusion. Hence, attaining social inclusion is a challenging task as shifts are needed in societal and institutional organization (Young, 1999). References Castles, S. (2000). Ethnicity and Globalization. Sage Publications, London. Cushing, P. (2003). Report on Social Inclusion and Exclusion Policies. The Roeher Institute, Toronto. Levitas, R. (1998).The Inclusive Society? Social Inclusion and New Labour. MacMillan, Houndsmill. Massey, D & Jess, P. (1995). A Place in the World. Oxford University Press, Oxford. Phillipson, C., Allen, G & Morgan, D. (2003). Social Networks and Social Exclusion: Sociological and Policy Perspectives. Ashgate, Aldershot. Pierson, J. (2001).Tackling Social Exclusion. Routledge, New York. Rodgers, G., Gore, C & Figueiredo, J. (1995). Social Exclusion: Rhetoric, Reality, Responses. International Labour Organization, Geneva. Silver, H. (1994). Social exclusion and social solidarity: three paradigms’, International Labour Review, vol. 133, no.6, pp. 531-577 Woodward, K. (1997).Culture, Media and Identities: Identity and Difference. Sage Publications, London. Young, J (1999). The Exclusive Society: Social Exclusion, Crime and Difference in Late Modernity. Sage, London. Read More