Segregation Urban Poverty and Deprivation IB Geography II

Segregation, Urban Poverty and Deprivation IB Geography II

Objective • Examine patterns of urban poverty and deprivation (such as slums, squatter settlements, areas of low-cost housing and inner-city areas).

PART 1: URBAN POVERTY AND DEPRIVATION

Slum Development Interactive • http: //www. sln. org. uk/geography/geoweb/b lowmedown/shanty 05. swf • This animation shows how squatter settlements are upgraded over time.

Urban Deprivation • Urban deprivation is a standard of living below that of the majority in a particular society that involves hardships and lack of access to resources. Places suffering from urban deprivation have visible differences in housing and economic opportunities been the rich living alongside poor people. • MEDCs: inner-city areas/ghettos • LEDCs: Shanty towns/slums

Measuring Deprivation • Indices Used to Measure Deprivation: – Physical Indicators: quality of housing, levels of pollution, incidence of crime, vandalism, graffiti – Social Indicators: Crime (or fear of) levels of and access to health, standards of education. – Economic Indicators: access to employment, underemployment, levels of income – Political Indicators: opportunities to vote

Squatter Settlements/Slum Residential areas which have developed without legal claims to the land and/or permission from the concerned authorities to build; as a result of their illegal or semi-legal status, infrastructure and services are usually inadequate. 30% of the urban population of the world live in squatter settlements. 1 billion people! By 2050 it will be 2 billion!

Caracas - Venezuela

Rocinha – Rio de Janeiro Brazil

Dharavi, Mumbai

Slum Living • Positive Aspects – Points of Assimilation for Immigrants – Informal entrepreneurs can work here – Informal employment at home (no commute) – Strong sense of kinship (family support) – Crime rates are relatively low. • Negative Aspects – Security of tenure is often lacking – Basic services are absent (water and sanitation) – Overcrowding – Sites are often hazardous – Levels of hygiene and sanitation are poor and disease is common.

Upgrade Your Slum! • https: //www. youtube. com/watch? v=CDy 7 F 7 a. Kb. QI • Fabienne Hoelzel TED Talk

Watch Richard Neuwirth’s TED presentation on his book Shadow Cities (14 min) He presents an empathic and positive view of squatter settlements and their role in modern cities. http: //www. ted. com/talk s/robert_neuwirth_on_o ur_shadow_cities. html

Is it possible that squatter settlements, shanty towns, bustees, favelas, slums are part of the solution? Or perhaps is it true that they are a potent symbol of the failure of society to address the basic needs of the majority and it must be the responsibility of the public sector to provide housing for its citizens? Slums of hope or slums of despair? Discuss in elbow partners!

PART 2: RESIDENTIAL SEGREGATION

Residential Patterns in Rich Countries • Residential Segregation: the physical separation of population by culture, income or other criteria. – Common in all cities – Intensity depends on the differences between the guest and hosts.

The Causes of Residential Segregation Are: • Socioeconomic Status • Ethnicity • Education • Occupation

Socio-economic Status • In Western societies, socioeconomic status is determined largely by income and employment

Ethnicity • The cultural differences between immigrants and existing residents often lead to difficulties in communication, which can result in segregation.

Close Reading/Discussion Activity • Read annotate the article, “Segregation declines in Chicago, but city still ranks high, census data shows” • As you read, annotate for: – Evidence you find particularly significant/important – Evidence to help you answer these focus questions: • Is integration possible in Chicago? • What needs to happen to make segregation history in Chicago?

Small Group Discussion: Save the Last Word for Me • Groups of 4 • 1. Each group member silently identifies passage(s) you find most significant/passage that addresses the focus questions • 2. – 1 st person reads out loud their passage but then says nothing. – Students’ 2, 3, and 4 then has 1 minute to respond to the passage • What does the passage make you think about? • What questions does it raise? – 1 st person then gets the “last word” and has 2 minutes to: • State why they chose that passage • Share their interpretation of the passage • Respond to/Build on the ideas of their colleagues