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Ségrégation socio-spatiale et ethnicisation des territoires scolaires à Marseille

Abstract : In France, social mixing is one of the main objectives of school policies. The French school mapping system tends to reproduce urban socio-spatial segregation at school. Nonetheless, nearly half of the students in Marseille’s middle schools avoid the school mapping system, attending other schools than the one in their neighbourhood they are supposed to attend. In which way are school territories, defined by the effective public of schools, able to reduce inequalities? The analysis of a school administration’s database unfolds the processes of socio-spatial segregation and ethnicization of school territories in Marseille, a poor, unequal and immigrants’ city. The results indicate that strategies of avoidance of school sectors among upper class families who choose private schools, as well as school affectation’s processes depending on specific school offer, both contribute to reinforce socio-ethnic inequalities at school, and to specialize school territories.
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Submitted on : Wednesday, May 16, 2018 - 11:11:58 AM
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Gwenaëlle Audren, Virginie Baby-Collin. Ségrégation socio-spatiale et ethnicisation des territoires scolaires à Marseille. Belgeo : Revue Belge de Géographie, 2017, 2017 (2-3), pp.1-20. ⟨10.4000/belgeo.18726⟩. ⟨hal-01727885⟩



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