From Migrants to Multiculuturalism

1. From Migrants to Multiculuturalism Shailaja Fennell Development Studies University of Cambridge

2. The City as a social science subject • The city and capitalism • Postcolonial geographies • Sociology and the city • Urban planning and the city of the future

3. The city as a site of capitalism • Emergent capitalisms about places, profits, NOT about people • Capitalist penetration also created the possibility of pregnant socialisms • Mature capitalism transformed sites into realms through imperialism and colonialism

4. Capitalism and the labour process • Arthur Lewis (the Manchester school) (1954) and capitalism/industrialisation with unlimited supplies of labour • The capitalist model would transform the world in its own image • The new global order would be one of greater labour mobility

5. Encountering the colonial subject • ‘displayed forms of departures, farewells and arrivals’ (Said) • The two way process in an encounter-’othering’ and its reflection of self (Blunt and McEwan 2002) • Diaspora: both a product of the physical journey of immigration and the accompanied imaginory, so both visceral and a mental mapping

6. Geographies and spaces • Regimes and realms • Zones of encounter • Global ethnospaces (Appadurai 1991) • Diasporic space (Brah 1996)

7. Societies and citizenship • Networks and social capital • Difference and Diversity • Hybridity and Hyphens (South Asian, British, Brasian)

8. Urban planning and the city • Designing the city (Geddes, Mumford) • Global city (Sassen) • Networks and technology (Lefebvre, Castells)

9. Planning as an institutional process • Classification and categories • City as control • working poor and the poor laws • Sidney Webb of rack renting • Chamberlain and civic promotion in Birmingham • Grids, zones and representations of the city

10. Municipality as a site of local power • Representations of peoples • Directing discourses • Authorising activity and identity

11. Constructing categories in the courts • Shabina Begum case • 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 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 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 to "certainty" he submitted the school uniform policy was clear. It was formulated with sufficient precision to enable the pupils to regulate their conduct- see Silver paragraph 88.If the pupils take advice as to the consequences of not wearing uniform they will presumably be advised that they will be sent home to change and return wearing the correct school uniform. That is indeed what happened on 3 September 2002

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

13. Multiculturalism • John Dunford, general secretary of the Secondary Heads Assocation, said: “We are very pleased. The school had made a very clear effort to design a uniform within a multicultural policy, which is not to be overturned by a single pupil.“One of the reasons we have school uniform is to protect pupils from pressure from whatever quarter. I think other schools will take encouragement from the judgment in being supportive of a uniform policy even where you have deeply held religious convictions.”

14. Situating the city in a political frame • Assimilationist model • Equality • Difference • Race • gender • disability • inclusion and community

15. Local Authority on representation and performance • Education officers as agents in hierarchies and networks • Curriculum • Legal duty • Health and safety

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

17. Deciphering Brasian • Gendered, generation, ethnic and religious • Hybrid, hyphenated or palimpsest • Global, national, local imagineries