Planning an academic cluster to achieve social inclusion – is it possible? : An exploration about young residents’ perceptions of Paris-Saclay, France

Sammanfattning: The development of a mega project in relation with its local proximity is a major challenge in urban planning. This study explores young residents’ perceptions of Paris-Saclay, France, an academic mega cluster in the south of Paris. The intent is to understand the role an academic mega project can play in the reduction of social inequalities at a local scale, among young residents. Research about mega projects and academic clusters in relation to the local environment is a growing research field in planning research. To explore young residents’ perceptions is however an underexplored issue, but of high relevance considering that young French people face growing inequalities reflected in the urban fabric. An empirical study has been carried out to explore young people’s perceptions and attitudes towards the project by conducting focus group discussions in high schools inside and nearby the area of the academic cluster. The results show that the geographical proximity does not influence the respondents’ perceived connection to the academic cluster to a greater extent, rather, it is the respondents’ personal social relations that are the key point to create a sense of connection to the academic cluster. Future planning actions may be oriented towards improving the communication of the project and to offer various networks between the academic cluster and the young population. Such initiatives will not "solve" social segregation but are seen as measures to improve the situation for young residents within the planner's responsibilities.