School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes
Social and social-spatial inequality are on the rise in the Global North. This has resulted in increasing segmentation between population groups with different social and ethnic backgrounds, and in differentiated access to cultural and material assets. With these changes, the relation between segreg...
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| Published in: | Urban studies (Edinburgh, Scotland) Scotland), 2019-11, Vol.56 (15), p.3055-3073 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | eng |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | Social and social-spatial inequality are on the rise in the Global North. This has resulted in increasing segmentation between population groups with different social and ethnic backgrounds, and in differentiated access to cultural and material assets. With these changes, the relation between segregation in the educational sphere and segregation in the residential sphere has become crucial for understanding social reproduction and intergenerational social mobility. However, knowledge about this relation is still limited. We argue that the institutional and spatial contexts are key dimensions to consider if we want to expand this knowledge. The institutional context regards the extent of public funding, the degree to which parental choice and/or geographical proximity drive school selection, the role and status of private schools and the religious and pedagogical pluralism of the educational system. The spatial context refers to the geographies of education: the ethnic and social composition of school populations and their reputations; the underlying levels and trends of residential segregation; and the spatial distribution of schools in urban space. In this introduction to the special issue we will address these interrelated dimensions, with reference to theoretical and empirical contributions from the existing body of literature; and with reference to the contributions in this special issue. School segregation emerges from the studies included in this special issue as a relevant issue, differently framed according to the institutional and spatial contexts. A comparative typology will be proposed to illustrate how school segregation is peculiarly shaped in different national and local contexts.
全球北方的社会和社会空间不平等正在加剧。这导致具有不同社会和种族背景的人口群体之间的日益分割，以及文化和物质资产获取方面的差异。伴随着这些变化，教育领域的隔离和居住领域的隔离之间的关系对于理解社会再生产和代际社会流动变得至关重要。然而，关于这种关系的知识仍然有限。我们认为，如果我们想扩展这种知识，制度和空间环境是需要考虑的关键因素。制度环境涉及公共资金的规模、父母选择和/或地理邻近程度决定学校选择的程度、私立学校的作用和地位、以及教育系统的宗教和教育多元化。空间环境指的是教育方面的地理学：学校人口的种族和社会构成及其声誉；居住隔离的潜在水平和趋势；以及学校在城市空间中的空间分布。在本期特刊的导言中，我们将参考现有文献的理论和经验贡献以及本期特刊的贡献，探讨这些相互关联的方面。学校隔离作为一个相关问题出现在本期特刊的研究中，并根据制度和空间环境的不同而构建。我们将提出一种比较类型学来说明学校隔离是如何在不同的国家和地方背景下形成的。 |
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| ISSN: | 0042-0980 1360-063X |