COMMUNITY AS

PLURALISTICS
ENTITIES
By: Chona C. Delco
What is community?
 Community
Since the 14th century, the English language has employed the word
"community," which is borrowed from Latin. The word community comes
from the Latin word communitas, which is derived from the word
communis, which means "common, public, shared by all or many.“

A community is a collection of individuals who live in the same area or

share a shared trait such as norms, religion, values, or identity.
*It is a group of people who have similar interests, such as where they live, work,
or play.

Live Work Play

It is a group of people who have similar interests, such as where they

live, work, or play.
An age group, ethnicity, gender, religion, region, or profession can all be used to
define a community.
 Types of Community
Organizationally Based Communities :On a small, national, or worldwide
scale, communities might be structured informally around family or network-
based guilds and associations to more formal incorporated associations,
political decision-making bodies, economic companies, or professional
associations.

Communities are nested; one community can contain another, such as a

geographical community including several ethnic communities.
 Ethnic Community
 The word "ethnic" comes from the Greek word "ethnos" (more accurately, the
adjectives "ethnikos").
 An ethnic community, also known as an ethnicity, is a group of people who
share characteristics such as common ancestry, language, society, culture, or
nation.
 It is a subset of a larger society's population with a culture that is usually
separate from its own. Language, religion, folkways and mores, clothing
styles, meals, vocational specialization, social ideals, and aesthetic standards
are only a few examples.
 Occupational Community
 A collection of persons who perceive themselves to be doing the same type of
work is referred to as an occupational community.
 Occupational communities are defined as bounded work cultures filled by
people who share similar identities and beliefs across organizations.
 The following are some examples of occupational communities:
Urban police officers
Doctors
Engineers etc.
 Higher Community
 Highly educated business and professional professionals with high
earnings, such as doctors, lawyers, stockbrokers, and CEOs, make up the
upper class group.
 They reside in posh districts, frequent opulent social clubs, and send their
children to the best schools available.
 They wield a considerable degree of influence and authority both
nationally and internationally, as one might assume.
 Lower Community
 Poverty, homelessness, and unemployment are all characteristics of the
lower class.
 Medical care, enough housing and food, acceptable clothing, safety, and
vocational training are all issues that people in this class face, despite the
fact that few have completed high school.
 Inaccurately describing poor people as welfare mothers who abuse the
system by having more and more babies, welfare fathers who are able to
work but do not, drug abusers, criminals, and societal "trash," the media
frequently stigmatizes the lower class as "the underclass."
 community involvement is variably characterized as parent involvement (Stone,
1995), collaboration in the community (Boyd & Crowson, 1993; Jehl & Kirst, 1992.
 
 The links between schools and community members, organizations, and enterprises
that are established to improve students' social, emotional, physical, and intellectual
development are referred to as school-community partnerships. The geographic limits
of communities have little bearing on community under this notion of school
community partnerships. (Chaskin, 1994) However, it is more about "social
interactions that can occur within or beyond geographical bounds." (Nettles, 1991b,
p. 380).
 
References
Ariola, M. (2017). Community Engagement, Solidarity and Citizenship. Manila: Unlimited
Books Library Services & Publishing Inc. 45
https://www.networldencyclopedia.org
Stone, C. R. (1995). School/community collaboration-Comparing three initiatives. Phi
Delta Kappan, 76(10), 794-800. Toffler, A., & Toffler, H. (1995).
Boyd, W. L., & Crowson, R. L. (1993). Coordinated services for children: Designing arks.
Families and Work Institute. (1995). Employers, families and education: Promoting
family involvement in learning. Washington, DC: U.S. Department of Education.
Chaskin, R. J. (1994). Defining neighborhood. Chicago: University of Chicago, Chapin
Hall Center for Children.
Nettles, S. M. (1991b). Community involvement and disadvantaged students: A review.
Review of Educational Research, 61(3), 379-406.
Thank you for listening !
To GOD be the glory !