Social Inclusion - Black and Minority Ethnic Communities – Research Paper Example

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The paper “ Social Inclusion - Black and Minority Ethnic Communities” is a perfect variant of a research paper on sociology. According to Moran et al. (2004), social inclusion is imperative in improving our society, by engaging the concerned individuals in matters that affect them; the quality of service is improved as the real issues are addressed. Individuals from black and minority ethnic (BME) communities have been identified as a population that faces various barriers in accessing services (Thoburn et al. , 2004). Becher and Hussain (2003), define social barriers as socioeconomic practices and systems that hinder an individual which is defined by gender and ethnicity.

Social barriers determine how individuals or groups of people are able to interact with their environment. This means that social barriers influence how one is able to access services and their ability to fully participate in the execution of services and policies. Adult BME Communities who are not well educated or illiterate do not receive enough opportunities to take part in mainstream services and activities. These individuals especially parents, are assumed to lack the proper exposure or knowledge to actively participate.

According to Henricson (2002), parents from BME Communities have limited access to services and opportunities due to their lack of knowledge and understanding of the local services and in what ways they could be of assistance.     A research conducted by Bhabra and Ghate (2004) reveals that one of the main challenges that face illiterate BME Communities in accessing services include; the need to acquire quality services and the actual ability to access these service as well as the lack of sufficient resources and trained staff.

Social inclusion and the barriers associated with them should be viewed as a quality of interaction that allows individuals to fit in their environment despite their age, gender, and ethnicity. In order to have a full understanding of the concept of social barriers among the BME Communities, it is important to first understand how culture and cultural competencies and how they influence social inclusion. From the capability approach, it is feasible to question how diversity, education level, and social justice impact inclusion when it comes to BME Communities. Several studies on social justice are used to address various challenges associated with social barriers that BME Communities face on a daily basis.

Hardiman et al. (2007 argue that the concept of social justice is inconsistent and flexible and can be used to examine the lives of individuals and is not only used as a tool of well-being. According to Sen (1993), the capability approach is used as an effective tool to analyze how education addresses the issues of social inequality and social injustices as part of social barriers faced by the BME Communities. Therefore it is important to understand three concepts in order to fully approach the issue of social barriers among the BME Communities.

These include: How are social barriers and social justice-related? What are culture and cultural competencies and in what ways do they impact the social lives of BME Communities? Lastly, how does adult education assist in dissolving the issues of social barriers in BME Communities? Part 2Issues arising from the social barriers in BME Communities are mainly associated with language barriers, cultural or religious practices. These particular factors as discussed by Funk et al.

(2010) argue that the lack of information, poor quality services, and occasional negative experiences contribute to the social injustices and barriers faced by the BME Communities. From this specific study, it is evident that the knowledge background and past experiences of individuals influence the direction of their lives.

References

Bhabra, S. and Ghate, D. (2004) Parent Information Point: Evaluation of the Pilot Phase. London: NFPI

Boydell, J. Morgan, C., and Dutta, R. (2010). Satisfaction and inpatient treatment for first-episode psychosis among different ethnic groups: A report from the UK Aesop Study. International Journal of Social Psychiatry. 58:98-105.

Camila J. M. et al (2014). Narrative interviews: an important resource in qualitative research. Retrieved From: www.ee.usp.br/reeusp/

Funk, L. et al. (2010). Part 2: Home-based Family Caregiving at the end of life. A Comprehensive Review of Published Qualitative Research, 24: 594-607.

Giuntoli, G., and Cattan, M. (2012). The Experiences and Expectations of Care and Support Older Migrants in the UK. European Journal of Social Work, 15: 131-147

Hardiman, R., Jackson, B., and Griffin, P., (2007). Conceptual foundations for social justice education.

Henricson, C., Katz, I., Mesie, J., Sandison, M. and Tunstill, J. (2001) National Mapping of Services in England and Wales: A Consultation Document. London: NFPI

Jovchelovich S. and Bauer M. W. (2002). Narrative Interviews. In: Bauer MW, Gaskell G. Pesquisa qualitativa com texto, imagem e som: um manual prático. Petrópolis: Vozes, p. 90-113.

Moran, P., Ghate, D., and van der Merwe, A. (2004) What Works in Parenting Support? A Review of the International Evidence. London: DfES

Sen, Amarta (1993) Capability and Well-being,” in Nussbaum and Sen (eds.), The Quality of Life, Oxford: Clarendon Press, pp. 30–53

Thoburn, J., Chand, A. and Procter, J. (2004) Review of Research on Child Welfare Services for Children of Minority Ethnic Origin and Their Families (Draft Report for Consultation), Centre for Research on the Child and Family, The University of Nottingham and University of East Anglia

Wengraf, T. (2001). Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods. Sage Publications

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