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Between Policy, Recognition and Rioting: Analyzing the Role of Urban The London School of Economics and Political Science Title Page: Between Policy, Recognition and Rioting: Analyzing the role of urban governance, historical commemoration and public culture in defining inclusion in Paris, Lyon and Marseille. Joseph Downing A thesis submitted to the London School of Economics and Political Science for the degree of Doctor of Philosophy London, 2014 1 Declaration: I certify that this thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work. The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without the prior written consent of the author. I warrant that this authorization does not, to the best of my belief, infringe the rights of any third party. I declare that this thesis consists of 78,857 words Joseph Downing Date: 16/9/2013 2 Letter of Notification to Examiners Academic Year 2012/2013 Candidate Number: PhD European Studies This candidate has a Specific Learning Difficulty (SpLD)/Neurodiverse condition (dyspraxia). When marking this candidate’s work, please be aware that inconsistencies in written expression (possibly in syntax, punctuation, spelling, presentation) may be due to his/her condition. While the School’s Special Examinations Panel has agreed accommodations in exams (usually 25% additional time) for this student, his/her written expression may be particularly affected by working under timed conditions. Please see overleaf for guidance on marking the work of neurodiverse students. Thank you for your understanding and co-operation. 3 For further information: Email [email protected] Moodle Dyslexia and Neurodiversity Marking exam scripts of students with Specific Learning Difficulties (SpLD) / Neurodiverse students Neurodiversity is an umbrella term which has largely replaced SpLD. It reflects neurological differences common in dyslexia, dyspraxia, Asperger’s syndrome and similar conditions. At LSE we are committed to the idea of different but equal. Neurodiverse students have achieved the entry requirements to gain access and usually do very well in course work. The ability to ‘see the bigger picture’ and make connections between ideas is often a strength which is reflected in contributions in class and course work. Under exam pressure it is harder to demonstrate these obvious abilities and a higher than typical degree of anxiety can make this worse. Clear exam questions and sympathetic marking will not compromise academic standards and will help neurodiverse students to show their understanding. The following general points are relevant to neurodiverse students with various diagnostic labels. More specific information can be found in Moodle in Dyslexia & Neurodiversity and at http://jarmin.com/demos/course/assessment/marking.html 4 Clearly written exam papers and exam instructions minimise confusion. Extra time is usually allocated for students with SpLD in exams to allow for the additional time it will often take to read and reread exam questions, to structure work, and to check spelling, punctuation and homophones. Students may also word process exams. Despite additional time however, the standard of presentation is not likely to be as good as it would be for work which has either been proofread or has been created using assistive technology with advanced spell check functions. Ideas and understanding are to be demonstrated and allowances need to be made for presentation in a high pressured exam situation. Handwriting is very likely to deteriorate under pressure and the student may well have very little experience of hand writing for three hours and are likely to use a computer for all coursework assignments. Spelling, grammar and punctuation are likely to deteriorate under pressure. Marking should focus on content and the coherence of the argument and markers should avoid being 5 distracted by errors they may find irritating. These errors are not reflective of the work that the student is able to produce when not operating under exam conditions. Oral presentation under exam conditions may be characterised by errors of fluency and difficulty with finding the right word under pressure. Again it is important to disregard these presentational blips. If the student is asked to produce a PowerPoint under pressure as part of an assessment, it may contain presentational errors which are less likely to appear when adequate time is allocated for proof reading. The requirement to read aloud in front of others can be very anxiety provoking and should be avoided if at all possible. 6 Abstract: Investigating why Marseille does not riot: Analyzing the role of policy narratives in defining inclusion in urban governance, public culture and the commemoration of history in Marseille, Paris and Lyon While exhibiting similar socio-economic disadvantage, concentrated in post-migration communities, as the 274 towns and cities that rioted in the 2005 disturbances in France, Marseille did not riot. As a possible explanation for this behavior this thesis argues that the city has an inclusive urban identity not present in the same form in the other French cities that rioted. It is hypothesized that it is the application of a ‘policy narrative’ (Boswell et al 2011) offering ‘recognition’ (Taylor 1994) to post-migration communities that has given the identity of the city this inclusivity. On the contrary, this thesis takes the two cases of Paris and Lyon as contrasting examples of cities that rioted in 2005 to enable a comparative analysis to take place against two cities adhering to the national French policy context of assimilation that does not offer such recognition to post-migration communities. In light of the similar socio-economic problems across the three cases, and drawing on the literature concerned with the policy applications of multiculturalism, this thesis examines the policy narratives applied across three interrelated areas of municipal policy – governance, public culture and the commemoration of history. This analysis, 7 however, demonstrates some unexpected trends. In this instance, both Paris and Lyon, in varying ways have begun in the past decade to apply a policy narrative of recognition towards post-migration communities in variance to the national policy context of assimilation. In both cases, however, the application of policies of recognition is both very recent, and very much contested by those interest groups that seek to maintain the status quo of assimilation. This analysis has found that Marseille is much more advanced in both the duration and extent of the policies of recognition deployed by the city across the three areas of governance, public culture and historical commemoration. As such, over the past two decades the city has worked to offer representation and recognition to post-migration communities that could be argued to play an important roll in creating an inclusive urban identity at the local level that militates against civil unrest. 8 Contents: Title Page: ........................................................................................... 1 Declaration: ......................................................................................... 2 Letter of Notification to Examiners ....................................................... 3 Abstract: .............................................................................................. 7 Contents: ............................................................................................ 9 Acknowledgements: .......................................................................... 13 Chapter 1: The Marseille ‘Paradox’ ................................................ 17 1.1 Situating the Issue of French Urban Policy: ................................. 17 1.2 Why Study Marseille? The unanswered paradox of 2005 ............ 22 1.3 The State of Play: Assimilationist Dogma or France’s Multicultural Moment? ........................................................................................... 27 1.4 Methodology: Policy Narratives and Multiculturalism ................... 39 1.5 Roadmap to the thesis ................................................................ 47 Chapter 2: Contextualising the Marseille Puzzle: Defining Identity, the City and Inclusion ..................................................................... 49 2.1.1 Contextualising the Marseille Puzzle - Explaining a lack of rioting ......................................................................................................... 54 2.1.2 Deep, Shallow, Mythical or Oscillating? Asserting a Marseillais Urban Identity.................................................................................... 61 2.1.3 Addressing the Historical Specificities of Far-Right Support in Marseille ........................................................................................... 66 2.2.1 Defending ‘Identity’ ................................................................... 68 2.2.2 Shared Social Narratives and Identity Construction .................. 71 2.2.3 Attaching Identity Construction and the Urban: The imagined city: ................................................................................................... 81 9 2.3 Moving Beyond Religion and Responding to ‘Super-Diversity: Defining the ‘Post-Migration’ Community ........................................... 95 2.4 Defining Inclusion .....................................................................
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