La mixité sociale résidentielle favorise-t-elle la mixité scolaire ? Le cas Bruxellois

Abstract

In Brussels as in many European cities and in the USA, urban policies assign a central role to promoting residential social mix, above all in central neighbourhoods with low socioeconomic status. Paradoxically, social mixity remains poorly studied, and its impacts are more often assumed positive than concretely analysed and tested. Through the specific prism of education, this paper aims at confronting the regional discourse on mixity with statistical observations. It shows that residential mixity, even in the poorest neighbourhoods, does not lead to an equivalent social mixity in schools due to intense school segregation and dualisation inside the local residential spaces. In the same perspective, the paper also questions the attention given to place and concentration effects.

Keywords

• Brussels
• education
• social mixity
• segregation
• dualisation