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The purpose of this paper is to analyse the social and economic disparities across social groups in rural Uttar Pradesh. The paper demonstrates that the structure of the rural economy in India is characterised by deeply ingrained prejudices and social discrimination. The four-village study undertaken in one of the most populated states in India, Uttar Pradesh, clearly reveals that there is a huge disparity in terms of various social and economic indicators and that the so-called high growth has hardly helped in bettering their lives.

The paper is based on primary data collected from the Census survey of villages exploring socio-economic disparities across social groups by using decomposition models.

The results evidently lend credence to the postulations that a large proportion of the disadvantaged groups are prone to multiple deprivations, both in the society and in labour markets. The inquiry reveals this phenomenon clearly.

From the policy point of view, it is therefore imperative to ensure the direct and focussed provision of basic human requirements in terms of education, employment and income of the state. The implementation of direct policy interventions is an absolute necessity if the state has to guarantee convergence and the inclusive growth process on a sustained basis.

This paper fulfils an identified need to study the inequality among the social groups in terms of education, employment, income and livelihood opportunities in selected villages of four districts of Uttar Pradesh.

Using bibliometrics, this study aims to explore the intellectual structure of social segregation research, key contributors, thematic areas and hotspot topics.

A bibliometric analysis was performed for more than 15,000 research papers listed in one of the famous, rich and widely used scientific databases: Web of Science (WoS). This review approach was used to identify social research hotspots on segregation, intellectual structure, borders and development trends. VOSviewer and Gephi software were employed for mapping and analysis.

The study indicates a marked increase in segregation research, particularly from a spatial/urban perspective. The study reveals the interrelationship between segregation and many other social concepts, such as social equality, cohesion, integration and inclusion. In conclusion, addressing the ramifications resulting from the multiple forms of segregation will help in implementing social policies and evaluating their impact on achieving inclusive social development in general and the 2030 agenda of Sustainable Development Goals (SDGs) in specific.

This study remains limited to the precision and thoroughness of the bibliographic data gained from WoS.

This study is valuable for readers to gain rich insights into the state of research on social segregation. It also provides ideas for future research that prospective authors and interested research and academic institutions can investigate.

Importance and relevance of formal education continues to be a significant factor in social development and change. This is particularly important in developing countries like India, which has been traditionally and historically driven by the principle of inequality and hierarchy through religion and a caste system. Education has been a monopoly of few upper castes (especially Brahmins) whereas majority masses have been denied access to education. Education underwent significant change only after the advent of British. Although the Britishers’ goal of introducing modern education was limited to their vested interests, it was secular in nature and open to all and therefore it could reach the castes other than Brahmins. Supported by modern system of education, the industrial revolution brought modern values of life, such as equality and humanity, to India. For the first time in the history of India's education, these castes could access formal education.

The purpose of this paper is to explore the relationships between recovery approaches and the social model of disability developed within the broader disability movement.

Personal narrative and reflective account written from the perspective of a senior peer trainer with reference to selected literature.

It is important to embrace a social model and rights-based approach within recovery approaches.

An original viewpoint on the perspective of a peer trainer linking recovery approaches to the social model and rights-based approach developed within the broader disability arena.

This chapter critically focuses on Islamophobic practices that are embedded in travel and tourism environments. Muslims, especially those journeying to other Western nations, are finding that their freedom of movement is restricted within environments perceived to be hostile, particularly in the context of post-September 11. The premise of this chapter is to illustrate the role of travel and tourism in continuing to reinforce Islamophobic attitudes of the West to Muslims worldwide. Importantly, the discussion critically highlights ways in which religious abhorrence, orientalist perspectives, ethnic detestation, and xenophobic intolerance significantly affect tourism experiences. These factors marginalize communities from appreciating the global attributes of tourism, especially elements that express the importance of cosmopolitan forms of citizenship.

Dialogue in Darkness (DID) is a global social enterprise, which provides products and services such as workshops, exhibitions and activities in the dark in China. The corporate workshops are designed for companies, institutions and government agencies to provide unique leadership training and some other training in teamwork, communication, innovation and change management. And education workshops are aimed at providing young people with unique leadership training and training in teamwork, innovation and empathy and so on for the educational institutions. Over the past five years, DID, headquartered in Shanghai, has expanded to Beijing, Chengdu and Shenzhen, realizing strategic coverage of East, West, North and South of China. DID achieved break-even within less than one year since its inception. Its sound and healthy development offers an innovative way for the sustainable development of social enterprises.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.