Abstract
Urban densification has become a desirable development strategy in several cities. In addition to its environmental benefits, densification is also advocated as able to promote conditions for better coexistence and social mix. Studies have shed light on the likelihood of densification affecting residential patterns, but no attention has been paid so far to understanding the possible consequences on school segregation dynamics. As residential and school population composition are strongly intertwined, we argue that densification patterns may be associated with specific dynamics in school segregation. This study may thus pave the way to a better understanding of an understudied relationship. Using Oslo as a case study, we investigate how urban densification, here implemented through a neoliberal planning approach, can be associated with different forms of gentrification and new social divisions that are somewhat mirrored in the school segregation patterns of the city.
Highlights
Urban densification has become a desirable urban development strategy in several cities
While studies have explored the likelihood of densification to affect residential patterns, no attention has been paid so far to understanding the possible consequences on school segregation dynamics, despite one of the greatest challenges for social cohesion today being the integration of migrant and vulnerable students in urban education systems
As residential and school population composition are strongly intertwined, we argue that there are several reasons to believe that densification patterns may be associated with the specific dynamics of school segregation
Summary
Urban densification has become a desirable urban development strategy in several cities. Using Oslo as a case study, we investigated how a neoliberal planning approach to densification, combined with a strict school catchment area geography, may increase the already strong social divisions of the school population. The article proceeds as follows: we present the state of the art of the academic debate on densification, residential segregation and school composition; in the third section we present our research design and methods; in the fourth we introduce the case study; in the fifth we present the results of the investigation on densification and school segregation patterns; in the last section, we explore the relevance of urban planning strategies in shaping urban socio-spatial contexts differently affecting school segregation dynamics. We look at residential and school population composition, as potentially affected by densification, and as mutually influencing factors
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