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VOL. 9, ISSUE 2 (2024)
Inequality in transition: Rethinking caste through spatial and social mobility
Authors
Dr. Chaganti Rami Reddy
Abstract
Caste inequality in South Asia remains a
deeply entrenched social challenge, influencing access to resources, education,
livelihoods, and urban opportunities. This study explores caste through the
dual lenses of spatial and social mobility, emphasizing the dynamic ways in
which marginalized communities navigate structural hierarchies. Drawing on
theoretical perspectives from urban studies, agrarian change, cultural
production, and intersectionality, the paper highlights the interconnected
nature of social, economic, and spatial forms of mobility. Urban and rural
spaces emerge as critical sites of inclusion and exclusion, where opportunities
for upward mobility are shaped by institutional access, community networks, and
historical legacies. Cultural and community practices, including creative
engagement and collective resilience, are shown to provide alternative pathways
for negotiating social hierarchies. Intersectional dimensions such as gender,
class, and religion further mediate experiences of inequality, illustrating
that mobility is relational and contingent rather than uniform. The study also
underscores the symbolic and narrative dimensions of caste, showing how
identity, memory, and cultural expression influence social positioning and
opportunities for advancement. By synthesizing diverse theoretical insights,
this research advances a multidimensional understanding of caste inequality and
its evolving nature in contemporary South Asia. The findings suggest that
addressing structural inequities requires integrated approaches that consider
spatial, social, and cultural dynamics, offering a framework for future
research, policy interventions, and community-driven strategies aimed at
promoting inclusion and equitable mobility.
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Pages:58-63
How to cite this article:
Dr. Chaganti Rami Reddy "Inequality in transition: Rethinking caste through spatial and social mobility". International Journal of Multidisciplinary Education and Research, Vol 9, Issue 2, 2024, Pages 58-63
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