Mohammad Osman Hosseinbor; Marziyeh Amirian
Abstract
The purpose of this study is to investigate the relationship between economic status and social exclusion among teachers in Zahedan. The research was conducted by survey method . The statistical population includes all teachers in districts 1 and 2 of Zahedan city in all three grades. The sample size ...
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The purpose of this study is to investigate the relationship between economic status and social exclusion among teachers in Zahedan. The research was conducted by survey method . The statistical population includes all teachers in districts 1 and 2 of Zahedan city in all three grades. The sample size was estimated to be 357 using the Cochran's formula. The sampling method is a combination of stratified random sampling methods and cluster sampling. The results show that the feeling of social exclusion among teachers is moderate. In terms of economic status, the majority of teachers are homeowners, are in middle economic class, have a moderate monthly household expenses, their sense of poverty is high and their level of satisfaction with the country's economic situation is very low. All variables of economic status have a significant relationship with the feeling of social exclusion, in which the relationship of economic class is inverted. There are also significant relationships between gender, age, level of education, ethnicity , religion, employment status, teaching level and work experience and feelings of social discrimination and feelings of social exclusion. The results of linear multivariate regression analysis show that the model composed of variables of economic status, feeling of social discrimination, monthly household expenses, feeling of poverty and gender at a very significant level explain 43% of changes in teachers' feeling of social exclusion.
jamal Mohammadi; Elham moradinejad; Amin rushanpoor
Abstract
Loties of Khoramabad live in suburbs and down town districts and do some trivial jobs. The dominant culture of society has marginalized this subculture and made it into a subaltern other that is not able to adopt itself to the developments of modern society. The main question is that how do Loties experience ...
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Loties of Khoramabad live in suburbs and down town districts and do some trivial jobs. The dominant culture of society has marginalized this subculture and made it into a subaltern other that is not able to adopt itself to the developments of modern society. The main question is that how do Loties experience this social exclusion in the context of their own subculture. This research, relying on the subcultural theory of Birmingham school and using critical ethnography, attempts to interpret the experience of social exclusion among Loties. Twenty members of this subculture have been interviewed and the data have been analyzed through the technique of thematic analysis. The findings are categorized under “samples of social exclusion”, “contexts of social exclusion”, “consequences of social exclusion” and “subcultural resistance to exclusion”. The first category includes the exclusion of Loties from neighborhood interactions, social participation, the field of education and modern lifestyle. The second comprises of being traditional playing, intergenerational poverty, essentialism, believing in impurity of Loties and media misrepresentation. The third one also includes consequences like economic poverty, preventing out-group marriages, migration, withdrawing the job of playing, hatred of dominant culture, concealing real identity and feeling of being useless. In this situation, Loties understand that the only way to redemption is to resist dominant culture through their own subculture.
