Poverty and social inclusion in Latvia

1. Poverty and social inclusion in Latvia Dzintra Iliško, Valdis Tēraudkalns Laima Geikina Latvia, 2010, August 25-29, Bruges

2. Latvia

3. The main religions: Roman Catholic, Lutheran, Russan Ortodox

4. Poverty Situation where an individual finds itself with extremely limited material and social resources. They find it difficult to obtain the necessary means for such as basic essentials as food, shelter, clothing, and in some cases, special care. Depending on the level of household income, persons living in poverty may be classified as being either of low income or poor

5. What is a “poor person”? • cannot satisfy his or her basic physiological needs; • cannot afford nutritious food; • cannot pay for rent and municipal services; • cannot afford to call the doctor in case of illness; • cannot pay for necessary medicines; • wears clothes until they are no longer usable; • cannot afford adequate footwear; • has difficulty paying for children's school expenses or planning for their further education; • cannot afford to meet his or her cultural or intellectual needs; • feels insecure about the future; • sees no sense in life and no prospects for improvement.

6. Listening to the poor • During the past two years we have not celebrated any holidays with others. We cannot afford to invite anyone to our house, and we feel uncomfortable about visiting others without bringing a present. Before, we used to celebrate all of our birthdays by inviting guests over, usually about ten friends and relatives. We also visited people often, as we could afford to buy flowers and small gifts. The lack of contact leaves one depressed, creates a constant feeling of unhappiness, and generates a sense of low self-esteem.”

7. Groups under risk • 26% people subjected to at-risk-of-poverty rate that is the highest indicator among EU member states. • People subjected to at-risk-of-poverty : people at preretirement and at retirement - • 58% (75+), 51% (65 +), also 46% (60 +). • 25% children (0 -17 years) were also among groups subjected to at-risk-of-poverty rate

9. Questions for reflection: • What is a message the author wanted reveal by making this picture? • Who is the author of the picture? • Where is this picture taken? • When is this picture taken? • What is the mood reflected in this picture? • Who is the person in the picture? • What gender and racial group and class the person represents? • Imagine their previous life and envisioned future. • What is her facial expression?

10. Latvia today • Gap between rich and poor; • High indicators of gendered poverty; • Low overall development of economy; • Povery stimulates property crimes, adiction, suicidal rates; • Economic backwardness of some regions of Latvia; • Resricted opportunities among poor population to obtain jobs,

11. Latvia today • Dramatic increase in mortality rates; • Steadily declining population; • High level of alcohol consumption; • High level of suicides;

12. Origins of poverty Mid 90’s; -polarized society; -restructuring of industries; -growing unemployment; -closure of big enterprises; -polarized and differentiated society. Before – seen as unwillingness of some individuals to work.

13. Unemployment rate The most unemployed: Pre-retirement age people: -outdated knowledge and skills; -not relevant for the demands of new market. (Average monthly income: 179EUR)

14. Groups of risk 19% of inhabitants are subjected to poverty risks: -Large families; -Single parent families; -Disabled people; -Unemployed people (pre-retirement age); -Old people -Homeless people -Elderly , single people -General school leavers without certificate; -Vocation school drop outs.

15. Social exclusion Multi-dimensional category, including: -economic deprivation; -low participation level in a democratic processes in the society; -distrust towards society; -poor social networks.

16. Risk factors: -The changes in sectors previously working on Soviet military structures; -The influence of shadow economy;

17. Actions required: • Recognition of rights (dignity of each person); • Increasing public ownership of social inclusion policies; • Cohesion- raising awareness of benefits of all society when poverty is eradicated; • Commitment and real action -

18. Socially excluded groups: Not desired as neighbours: • Alcoholics; • Drug addicts; • People with criminal past; • Homosexuals; • Persons with HIV

19. The ways of excluding people: • Language • Stereotypes • Labels

20. Language as a Tool of Exclusivity “Until we become conscious of the ways our words and communication patterns operate to exclude people as well as simply define and explain reality, there is little hope that with all our good intentions we will really do much to correct the basis of exclusion” (Chittister, 2005).

21. Labels • Labels “classify and categorize and evoke reactions that may have little to do with the entire reality. Whole segments of society have been marinated because people accept labels as a substitute for understanding and resist larger meanings or insights. Can you think of any labels?

22. Stereotypes 1) Could you think of stereotypes that label certain nations, groups of people?

23. Pedagogical strategies to avoid stereotypical fixes • Avoiding idealising cultures, religions, nations; • Avoiding position of homogenising and ignoring differences and hierarchies within the dominant groups; • ‘Wrestling with differences’ , since conflicts are unavoidable element of pluralistic societies; • Unmasking universalistic policies, since this leads to unequal position of religious and cultural groups.

24. Inclusion When we talk about inclusion which are the groups that need to be included in your country context in the society and education?

25. Wider understanding of inclusion • National minorities, • People with special needs; • Gifted children, • Racial groups, • Representatives of diverse religious traditions. • People who are excluded by any reason.

26. Extent of inclusion • From extreme exclusion (alienation, extreme detachment) of all others except of self at one pole and • inclusion of all at the other pole, • in between - varies degrees of detachment and attachment

27. Inclusive planetary transitions 1) the decline of patriarchy and the movement toward structures of mutuality, participation, equity, collaboration; 2) the rise of ecological consciousness; 3) the development of holistic planetary spirituality.

28. Expanding boundaries • Having “roots and wings” • Instead of safe - guarding one’s borders, exploring beyond the known horizons; • Welcoming multiple centres and margins; • Recognising the beauty of different religious traditions;

29. Pedagogical strategies • Respecting the background of all pupils; • Recognising plurality within traditions and avoiding normative versions; • Allowing critical thinking; • Learning from views of others without loosing one’s own religious roots.