From Algerie Francaise to France Musulmane: Jacques Soustelle and the Myths and Realities of 'Integration', 1955-1962

This article explores the rise and fall of the notion of intégrationas a means of resisting pressure for decolonization in Algeria,focusing on the work of Jacques Soustelle, the eminent ethnologistand Gaullist politician who was Governor-General in Algeriafrom 1955 to 1956. Soustelle’s integration plan was avision developed in Algeria, and its diffusion in France andadoption by a number of diverse groups in the metropole canbe seen as an important case of Algerian influence on Frenchpolitical and intellectual life. The network of Algériefrançaise sympathizers and movements which adopted integrationas their watchword is examined, demonstrating how integrationtook on almost mythical qualities and appealed to figures fromacross the political spectrum. The article also suggests thatintegration can be seen as a contribution to our understandingof the role that a vision of a multiracial and multiculturalgreater France played in the policy and rhetoric of some advocatesof Algérie française.     

‘I'd Feel Ashamed’: Girls' Bodies and Sports Participation

This article is concerned with the links between space, gender and adolescents' bodies. Drawing on data from both qualitative and quantitative research carried out with adolescents aged 13–16 in Liverpool, UK in 2001 the article examines girls' low participation rates in physical education (PE). Framed within theoretical work relating to the performance of corporeal femininities and ‘inhibited intentionality’ in reference to sporting confidence, girls' experiences of single-sex PE are compared with their perceptions of mixed PE in order to explore how the presence of boys may impact on girls' perceptions of their bodies and willingness to participate in sport. The results suggest that while girls still feel pressure from a male gaze to present their bodies to boys as passively beautiful, they also feel pressure to be competent at sport and thus present their bodies as active. However, single-sex PE does not provide a space where the male gaze is absent, suggesting this gaze has been internalized. This article explores the nature of school space in explaining differential participation rates, highlighting how sports within the space of the school, with an emphasis on competition and under the evaluative gaze of teachers, intensify some girls' fears of inadequacy in sports. The findings illustrate the complexities and contradictions present within and between girls' experiences of their bodies and sports and the relationship between school space and adolescents' bodies.

‘Siento Verguüenza’: Cuerpos de jovenas Y participación endeportes

Este artículo se ocupa de los enlaces entre espacio, género, y los cuerpos de adolescentes. Utilizando datos de una investigación cualitativo y cuantitativo que se llevó a caber con adolescentes de 13 hasta 16 años en Liverpool en 2001, examino el nivel bajo de la participación de jovenas en educación física. Las experiencias de jovenas de la educación física sólo para niñas se comparan con sus percepciones de la educación física mixta para explorar como la presencia de jóvenes (niños) influye la percepción de jovenas de sus cuerpos y sus buenas disposiciones para participar en deportes. Los resultados sugieren que mientras las jovenas sienten presión de las miradas masculinas para presentar sus cuerpos a ellos como pasivamente hermosos, sienten también la presión para estar capaz en los deportes y así presentar sus cuerpos como activos. Sin embargo, la educación física sólo para niñas no provee un espacio donde no hay una mirada masculina por que ésta mirada se ha sido interiorizado. Deportes en el espacio de la escuela tienen un énfasis en la competición y una mirada evaluativa de maestros y como consecuencia se intensifica el miedo de jovenas de ser inadecuado en deportes. Las conclusiones ilustran las complejidades y contradicciones en y entre las experiencias de jovenas de sus cuerpos y deportes, y la relación entre el espacio de la escuela y los cuerpos de adolescentes.     

The Merseyside Objective One Programme: Exemplar of Coherent City-regional Planning and Governance or Cautionary Tale?

This paper demonstrates how the Merseyside Objective One (MO1) programme provided a platform for sub-regional partners to develop a consensus about strategic economic development priorities and resulted in innovations and collective learning particularly in terms of community economic development and closer engagement of Higher Educational Institutions and the private sector. However, such gains were partially offset by over-complex management arrangements, blurred accountability, competition for resources and match funding problems. Devolution of responsibility for programme content and implementation under the new Structural Fund regulations should allow partners to address many of these shortcomings in the second MO1 programme. Tighter financial controls may, however, reduce room for manoeuvre and discourage experimentation.