Géographie de la fragmentation urbaine et territoires scolaires à Marseille

Abstract : This dissertation aims at describing the forms of urban fragmentation in Marseilles as well as its socio-spatial consequences through the modalities of school supply at the middle-school level and the practices of choosing schools for 6th graders, at various scales, in 2006 and 2009. School mapping imposes to families to attend a middle school in their neighborhood. But, facing important urban reconfigurations affecting the entire city of Marseilles, discrepancies between schools, parent’s expectations and local schooling conditions widen. The study focuses on the one hand on the quantification and localization of the phenomenon of school dodging (évitement scolaire) in Marseilles, and on the other on the detailed analysis of territorial local contexts, where several types of schooling strategies develop. Strong differentiations and quick urban socio-territorial recompositions in Marseilles imply heterogeneous school practices illustrating the widening of socio-residential inequalities in the city and representing excellent markers to probe into increasing urban fragmentation. An analysis of the strategies of different institutional and individual actors allows one to grasp the mecanisms of production of a systemic, top-down school space. The territorial approach is largely valued here and the analysis of local contexts underlines the existence of multiple, differentiated school territories.
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Gwenaelle Audren. Géographie de la fragmentation urbaine et territoires scolaires à Marseille. Géographie. AMU - Aix Marseille Université, 2015. Français. ⟨tel-01244911⟩



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