Part I - Dalit Dimension, Part II - Women Dimension, Part III - Old Age Dimension, Part IV - Social Development Dimension, Part V - Peasants and Agricultural Labour. Study of sociology in India invariably relates to the composition of segments, communities, institutions, social organizations, regions, issues, problems faced by these segments, challenges uncounted in the process, social welfare programmes for the people vulnerable to problems, impact of development intervention among these segments, planned directed social change, people’s participation in development transactions, social caste and benefits including social audit, capital formation, induced development, micro level planning, and public private partnership based development initiatives in the direction of social development. However the Indian social structure perpetuating inequality arising out of caste, gender, region, people’s vulnerability to injustices, human rights implications, etc., act as stumbling block in creation of a society. Consequently India is faced with sustained inequality in view of the system of social stratification within the larger framework of the social structure. Social relationships in Indian context is marked by social standing and identification in the system of hierarchy which seem to have perpetuated strongly the phenomenon of caste based inequalities which ultimately resulted in various forms of discriminations and distance between community and determined their social status. As a result, social segment categories were based upon their ascribed status, ownership means of production particularly land and other movable and immovable properties. Consequently this has led to emergence of social evil practices between social segments categorized as upper and lower, gender inequality between male and female, regional imbalance between rural and urban in terms of development intervention and creation of infrastructure.

"This edited reference book focuses on the empowerment of marginalized communities and the social movements, activism, and push for mitigating racism and discrimination amongst different industries and contexts by shedding light on social justice applications and practices internationally and the changes being made to promote equality, fair treatment, and inclusivity of marginalized communities"--

In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.

Home care workers (HCWs) are practitioners that deliver essential health services to patients in their own homes yet face a multitude of challenges: HCWs are physically distributed, vulnerable to exploitation, and work long hours with minimal opportunity for advancement. They are underappreciated and underrecognized for their expertise and role in care delivery. While peers can encourage professionalization and challenge exploitation, HCWs' isolation makes it difficult to access peers and other support. Computer-mediated communications (CMC) may be one way to reduce this isolation. This dissertation explores how HCWs used CMC tools to contact peers, and we describe the types of informational, emotional, and political support they shared. We draw from this exploration and past praxes in social justice to co-design and evaluate a peer-led online support program to connect HCWs to create peer support and collective empowerment. This program used a narrative and non-directive approach that encouraged participants to tell stories of their work and created a sense of voice. This approach aimed to realize a community-empowerment pedagogy to creating transformative social change by helping HCWs define collective purpose, values, and identity beyond supporting a diverse range of informational and emotional needs. We describe how HCW facilitators encouraged reflection on experiences and focused on the social aspects of home care work. This dissertation suggests how the design of technology interventions can create social change by fostering practitioner communities among HCWs and other distributed and marginalized practitioners in various contexts.

Shows instructors how to prepare early intervention students and staff to work as a cohesive team, offering advice on assessing staff needs, designing and linking pre-service and in-service training, and integrating content and process to prepare a multidisciplinary audience. Examines teaching methods, key elements of personnel preparation, and examples of successful models, with chapters devoted to family-centered practices, service coordination, child evaluation, and public policy. Includes instructional ideas and activities. Annotation copyrighted by Book News, Inc., Portland, OR

Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions

This publication offers a framework for the empowerment of people living in poverty throughout the world that concentrates on increasing people's freedom of choice and action to shape their own lives. Based on analysis of practical experiences, the book identifies four key elements to support empowerment: information, inclusion and participation, improved accountability and local organisational capacity. This framework is then applied to five areas of action to improve development effectiveness: provision of basic services, improved local governance, improved national governance, pro-poor market development, and access to justice and legal aid. It also offers twenty 'tools and practices' which concentrate on a wide-range of topics to support the empowerment of the poor.