Catálogo de publicaciones - revistas

<jats:p> In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling. </jats:p>

<jats:p> This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces. </jats:p>

<jats:p> Studies of ‘smart cities’ in Canada primarily focus on large cities but not small, rural and remote communities. As a result, we have a limited understanding of the incentive structures for smaller, remote and rural communities to pursue smart city development. This knowledge deficit is concerning, since the introduction of technology can hold a number of unique benefits for these communities, including easier connections to the rest of Canada and large urban centres, reputation building, improved service delivery and enhanced opportunities for residents. Drawing upon localised forms of knowledge creation, policy development theories, adoption and local competition literature and primary interviews with private and public officials, we examine the challenges and opportunities of ‘smart city’ implementation through case studies of small and rural municipalities in Annapolis Valley in Nova Scotia and a remote community, Iqaluit, Nunavut. We find that collaboration is essential for rural and remote pursuit of smart city development and is necessary to counteract the limitations of capacity, scale and digital divides. Challenges aside, however, the primary rationale for adoption of smart city technology remains the same regardless of size: enhanced quality of life for residents and sustained community health. </jats:p>