Community and Race

Community and race are directly related to each
other. Since community is a large society
composed of a number of people with different
backgrounds, people are categorized into
several groups according to their ethnicity.
Moreover, each of the particular ethnic groups
is considered a subculture group. Although the
subculture groups follow the same laws and
rules of the community, they share a distinctive
set of cultural beliefs and behaviors that differ
in some significant way from the larger society.
(Kendall 1998:61) The unlike beliefs can lead
to conflicts and arguments between different
race groups. Likewise, racism is also found in a
community when a particular group
discriminates or abuses members of another
race. Therefore, local government or some
community associations are responsible for
providing anti-racism knowledge to every
member in the community and encourage them
to build up a friendly neighborhood in order to
keep the society stable. Kabeer in "The
Structure of ‘Revealed Preference’" describes
how racism destroys a sense of community, and
Bangladeshi group suffer a lot from this issue.
Also, Englund in "An Indian Remembers"
describes native students that are victims of
racism by the priest and the nuns at school. In
contrast, Counts and Counts in "They’re Family
Now" mention that the RVers community is full
of harmony without discriminating other
members’ race, educational level, age, etc., and
they have a friendly neighborhood.



In Kabeer’s article "The Structure of ‘Revealed
Preference’"; the Bangladeshi people immigrate
to United Kingdom and automatically become
members of the local community. The
Bangladeshis follow the same laws and rules as
other local residents, British – whites, but
carrying different culture beliefs. Therefore, the
Bangladeshi people are considered a subculture
group of the white community. For example,
the Bangladeshi culture has a very unique way
of thinking about women entering into the work
force. They believe that "women are primarily,
often solely, responsible for child care and
housework and hence the assignment of women
to home-based forms of income earning."
(Kabeer 1995: 40) Moreover, women "is
shameful to work with men." (Kabeer 1995: 35)
Therefore, one can hardly see a Bangladeshis
woman working outside of their home in the
factory.



Further, Bangladeshis men are having a hard
time finding jobs from the market; they can
never find a job without references or
introductions by other friends and relatives.
Bangladeshi people often suffer from racism
and ignorance from the local white society.
Sometimes the white people group even
violently attacks them which makes the
Bangladeshi people afraid of going out after
nine o’clock at night, because "most attacks
happen late at night." (Kabeer 1995:43)
Therefore, Bangladeshi people are concentrated
in settlements in the East End of London,
because most of the Bangladeshi people "chose
to live in council housing in ‘safe’
neighborhoods rather than owner-occupied
housing elsewhere, because of fear of racial
harassment in white owner-occupied areas."
The Bangladeshi people group themselves into
a specific area in order to avoid being victims
hurt by other white people. Therefore, the
white’s racism destroys the Bangladeshi
peoples’ sense of community.



In addition, in the Englund’s article "An Indian
Remembers", Mary and all other native students
are forced to attend the Catholic boarding
school in order to receive education. All
students have to follow the strict rules set by
the school board, and all these regulations that
Mary has to follow contrast with the free-style
living she has used to ignite a lot of sparks. For
example, all students have to make the bed
every morning very neatly, if they "didn’t make
the bed right the nun would come along and
pull all the sheets and blankets off" (Englund
1995: 434) to make the student make it all over
again.



Moreover, Mary has experience discrimination
by those nuns in that she is punished for no
reason, and when she tries to fight back, it gets
even worse because they "weren’t allowed to
question" (Euglund 1995: 436) without any
permission from the teachers. Likewise, all
students are suffer racism by those rules that
they are not allowed to speak their own mother
language - Indian - at school, only English.
However, the principal and the nuns could talk
in French in front of all the students. Since
most of the time the native students use are
English, they talk less and less with their
mother tongue and forget their own language
which later on will also destroy their culture as
well.



Further, all students are "not allowed to discuss
what goes on in school" (Euglund 1995: 437)
when they go home, otherwise they will be
punished. As a result, all the native students are
discriminated by those strict rules that they are
not equally treated as the nuns and the priests,
and they have no rights and no freedom to do
anything they want without a permission from
the nuns or priests. On the other hand, those
native students do not have any human rights at
all.