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Healey has described planning as managing a shared existence in space. In the context of multicultural cities, this shared lived experience brings to the forefront the interdependence of the factors shaping urban life and intergroup relations. In the past decade, throughout Europe, urban policies for deprived areas became increasingly concerned with issues of segregation, community cohesion and social mix alongside addressing deprivation. Concerns about urban tensions further accentuated such tendencies. Implicitly or explicitly, such policies rely strongly on the influence of contact and the interaction of intergroup relations. However, the way that the associated theories have been incorporated into discussions and policies tends to focus on a fleeting interaction approach, with questionable outcomes. Through the lens of two London boroughs, this paper explores the spatial dimensions of ‘living together’ and the ways that social mix, interaction and multicultural spaces affect intergroup relations. [ABSTRACT FROM PUBLISHER]

This paper discusses the effect of social background and ethnicity on educational performance in an area with traditionally poor levels of attainment. It begins by examining the variation in school performance for London and specifically east London. It shows how the disadvantaged nature of the area, as measured by such variables as Mosaic group and ethnic heritage, helps to explain the poor results at GCSE. The paper then changes the focus to schools within a seven-borough area of east London. Using the Pupil Level Annual School Census (PLASC) linked to the geodemographic Mosaic codes based on pupils' home postcode, the authors demonstrate that, although ethnicity accounts for some of the variation in performance, this is considerably less than that accounted for by pupil social background. In addition, they show that it is not simply the social background of the individual pupil that affects school performance at GCSE. The proportion of pupils from a given social background plays some role in boosting or diminishing the overall school performance and will influence the performance of individual pupils whatever their background. It is argued that these social background effects together with the school composition effects have a considerable impact on school performance. [ABSTRACT FROM AUTHOR]

The minority ethnic population of Britain has grown rapidly in recent decades, but the percentage of minority ethnic pupils has increased more rapidly. This is particularly the case in inner London where over 50% of secondary school pupils are now from minority ethnic groups. The paper examines the issue of schooling and ethnic mix in East London with a focus on parental perceptions of school ethnic mix and parental decision making. It draws on secondary data on school ethnic mix and in-depth interviews with parents. It shows that, while most parents are happy with some degree of ethnic mix, the mix found in many schools is far from their ideal mix, particularly for White parents, and influences their decision making, possibly intensifying the segregation of ethnic groups in schools. The situation is made more complex by an element of class avoidance and attraction to schools with a strong aspirational and attainment ethos, irrespective of their ethnic mix. [ABSTRACT FROM AUTHOR]

The article discusses the significance of London and East End exploration for urban tourism in England. East End exploration and investigation promises urban sociologists, social workers and travelers something different from the West End leisure culture in London. This challenges the identities of individuals and their understanding of social and ethnic differences. It notes that the exploration of ethnic neighborhoods, slumming, originates from commodified urban pastime.