From Migrants to From Migrants to MulticuluturalismMulticuluturalism

Shailaja FennellShailaja Fennell

Development StudiesDevelopment Studies

University of CambridgeUniversity of Cambridge

The City as a social science subjectThe City as a social science subject

The city and capitalismThe city and capitalism

Postcolonial geographiesPostcolonial geographies

Sociology and the citySociology and the city

Urban planning and the city of the futureUrban planning and the city of the future

The city as a site of capitalismThe city as a site of capitalism

Emergent capitalisms about places, profits, Emergent capitalisms about places, profits, NOT about peopleNOT about people

Capitalist penetration also created the Capitalist penetration also created the possibility of pregnant socialismspossibility of pregnant socialisms

Mature capitalism transformed sites into Mature capitalism transformed sites into realms through imperialism and colonialismrealms through imperialism and colonialism

Capitalism and the labour processCapitalism and the labour process

Arthur Lewis (the Manchester school) (1954) Arthur Lewis (the Manchester school) (1954) and capitalism/industrialisation with and capitalism/industrialisation with unlimitedunlimited supplies of laboursupplies of labour

The capitalist model would transform the The capitalist model would transform the world in its own imageworld in its own image

The new global order would be one of greater The new global order would be one of greater labour mobilitylabour mobility

Encountering the colonial subjectEncountering the colonial subject

‘‘displayed forms of departures, farewells and displayed forms of departures, farewells and arrivals’ (Said)arrivals’ (Said)

The two way process in an encounter-’othering’ and The two way process in an encounter-’othering’ and its reflection of self (Blunt and McEwan 2002)its reflection of self (Blunt and McEwan 2002)

Diaspora: both a product of the physical journey of Diaspora: both a product of the physical journey of immigration and the accompanied imaginory, so both immigration and the accompanied imaginory, so both visceral and a mental mapping visceral and a mental mapping

Geographies and spacesGeographies and spaces

Regimes and realms Regimes and realms

Zones of encounter Zones of encounter

Global ethnospaces (Appadurai 1991)Global ethnospaces (Appadurai 1991)

Diasporic space (Brah 1996)Diasporic space (Brah 1996)

Societies and citizenshipSocieties and citizenship

Networks and social capitalNetworks and social capital

Difference and DiversityDifference and Diversity

Hybridity and Hyphens (South Asian, British, Hybridity and Hyphens (South Asian, British, Brasian)Brasian)

Urban planning and the cityUrban planning and the city

Designing the city (Geddes, Mumford)Designing the city (Geddes, Mumford)

Global city (Sassen)Global city (Sassen)

Networks and technology (Lefebvre, Castells)Networks and technology (Lefebvre, Castells)

Planning as an institutional processPlanning as an institutional process

Classification and categoriesClassification and categories City as controlCity as control working poor and the poor lawsworking poor and the poor laws Sidney Webb of rack rentingSidney Webb of rack renting Chamberlain and civic promotion in Chamberlain and civic promotion in

BirminghamBirmingham Grids, zones and representations of the cityGrids, zones and representations of the city

Municipality as a site of local powerMunicipality as a site of local power

Representations of peoplesRepresentations of peoples

Directing discoursesDirecting discourses

Authorising activity and identityAuthorising activity and identity

Constructing categories in the courtsConstructing categories in the courts

Shabina Begum caseShabina Begum case

If the Defendant is a public authority for the purposes of the HRA 1998 If the Defendant is a public authority for the purposes of the HRA 1998 then any rules they make for the proper running of the school and/or to then any rules they make for the proper running of the school and/or to regulate the conduct of the pupils must be "law" in the school; otherwise it regulate the conduct of the pupils must be "law" in the school; otherwise it would be completely impossible to have a school uniform policy, or at would be completely impossible to have a school uniform policy, or at least a credible policy. Further, the duties that the Defendant are under in least a credible policy. Further, the duties that the Defendant are under in relation to health and safety of the pupils must be a prescription by law. As relation to health and safety of the pupils must be a prescription by law. As to "certainty" he submitted the school uniform policy was clear. It was to "certainty" he submitted the school uniform policy was clear. It was formulated with sufficient precision to enable the pupils to regulate their formulated with sufficient precision to enable the pupils to regulate their conduct- see conduct- see SilverSilver paragraph 88.If the pupils take advice as to the paragraph 88.If the pupils take advice as to the consequences of not wearing uniform they will presumably be advised that consequences of not wearing uniform they will presumably be advised that they will be sent home to change and return wearing the correct school they will be sent home to change and return wearing the correct school uniform. That is indeed what happened on 3 September 2002 uniform. That is indeed what happened on 3 September 2002

From city to the notion of From city to the notion of communitycommunity

‘‘schools are different. Their task is to educate the schools are different. Their task is to educate the young from all the many and diverse families and young from all the many and diverse families and communities in this country in accordance with the communities in this country in accordance with the national curriculum. Their task is to help all of their national curriculum. Their task is to help all of their pupils achieve their full potential. This includes pupils achieve their full potential. This includes growing up to play whatever part they choose in the growing up to play whatever part they choose in the society in which they are living. The school's task is society in which they are living. The school's task is also to promote the ability of people of diverse races, also to promote the ability of people of diverse races, religions and cultures to live together in harmony. religions and cultures to live together in harmony. Fostering a sense of community and cohesion within Fostering a sense of community and cohesion within the school is an important part of that’ the school is an important part of that’

MulticulturalismMulticulturalism John Dunford, general secretary of the Secondary John Dunford, general secretary of the Secondary

Heads Assocation, said: “We are very pleased. The Heads Assocation, said: “We are very pleased. The school had made a very clear effort to design a school had made a very clear effort to design a uniform within a multicultural policy, which is not to uniform within a multicultural policy, which is not to be overturned by a single pupil.be overturned by a single pupil.

“One of the reasons we have school uniform is to “One of the reasons we have school uniform is to protect pupils from pressure from whatever quarter. I protect pupils from pressure from whatever quarter. I think other schools will take encouragement from the think other schools will take encouragement from the judgment in being supportive of a uniform policy judgment in being supportive of a uniform policy even where you have deeply held religious even where you have deeply held religious convictions.” convictions.”

Situating the city in a political frameSituating the city in a political frame

Assimilationist modelAssimilationist model EqualityEquality DifferenceDifference

RaceRace gendergender disabilitydisability

inclusion and communityinclusion and community

Local Authority on representation Local Authority on representation and performanceand performance

Education officers as agents in hierarchies and Education officers as agents in hierarchies and networksnetworks CurriculumCurriculum Legal dutyLegal duty Health and safetyHealth and safety

Writing Brasian Writing Brasian ‘‘As a law student and a Muslim, having read the judgement it As a law student and a Muslim, having read the judgement it

was clear to me the judge at first instance used to was clear to me the judge at first instance used to unconvincing arguments to support the school's stance. The unconvincing arguments to support the school's stance. The first was that he claimed there were health and safety issues eg first was that he claimed there were health and safety issues eg the jilbaab could be dangerous in the lab. This is so flimsy the jilbaab could be dangerous in the lab. This is so flimsy because in my school lots of girls in jilbaabs were studying A-because in my school lots of girls in jilbaabs were studying A-level chemistry which involved a lot of lab work and no one level chemistry which involved a lot of lab work and no one complained especially not the teachers. It was perfectly safe. complained especially not the teachers. It was perfectly safe. Secondly the other argument was that other muslim girls Secondly the other argument was that other muslim girls would fell pressurised to wear the jilbaab as well, which is would fell pressurised to wear the jilbaab as well, which is simply pathetic. Where was his proof? The same could be then simply pathetic. Where was his proof? The same could be then said for banning hijabs because 'other' people basically don't said for banning hijabs because 'other' people basically don't like them. Anyway girls are a lot more confident these days like them. Anyway girls are a lot more confident these days and if parents forced them to wear these clothes they would and if parents forced them to wear these clothes they would simply remove them once at school as I have seen’simply remove them once at school as I have seen’

Deciphering BrasianDeciphering Brasian

Gendered, generation, ethnic and religiousGendered, generation, ethnic and religious

Hybrid, hyphenated or palimpsestHybrid, hyphenated or palimpsest

Global, national, local imagineriesGlobal, national, local imagineries