Sustainable mobility is encouraged to tackle the environmental crisis in cities. However, it is largely acknowledged that men and women do not move in the same way and persistent socio-spatial constraints prevent women to be equally socially and spatially mobile. My PhD thesis wants to broaden established thinking on urban mobility, showing how and why mobility is gendered, understanding the interconnections between spatial and social mobility. It aims to reveal how everyday experiences of female mobilities modify gender and subjective identities and are a category to conceptualize how space is built, reproduced and represented. A special attention will be done to mobility behaviors within the recent transformations in the labour market, such as Remote Worker Arrangements. Through an intersectional approach the study will count on a mixed methods research methodology in Bologna. Results of the research will provide a deep understanding to rethink feminist and sustainable cities.
Keywords: urban mobility, gender, experiences, intersectionality
In Europe, the increasing concentration of students belonging to the same social or ethnic group within the same schools has led to an intensification of studies on school segregation. However, despite an increasing number of publications on the topic in Southern Europe, there are still few analyses on segregation conducted within the Italian context. Furthermore, a solid strand of research oriented to investigating the relationship between school dropout and school segregation seems not to have been developed yet. With a focus on the municipal area of Bologna, the research explores the presence and extent of school segregation in primary and low secondary schools and examines its correlation with the phenomenon of school dropout. By adopting a mixed-methods approach, the aim is to observe: (I) the characteristics of students who prefer schools in the reference school catchment area, according to their area of residence, immigrant origin, economic-cultural capital of their families, and the educational offer of each school; (II) the relationships between the levels of school segregation found and the drop-out rates of the schools studied.
Keywords: school segregation, early school leaving, Bologna, georeferenced analysis