CIEE Global Institute

Transcription

1 CIEE Global Institute Course name: European Immigration Course number: (GI) INRE 3009 LNEN Programs offering course: London Open Campus (International Relations and Political Science Track) Language of instruction: English U.S. semester credits: 3 Contact hours: 45 Term: Spring 2018 Course Description Subjects of migration vary in different geographies and time scales. Migration is sometimes explored as the movement of people (together with knowledge, goods, capital and networks) across borders. It is understood as a platform of challenges. It is also examined in relation to state policies. The course will provide a detailed review of European immigration particularly since the late 20 th century. The course is arranged thematically, rather than temporally. By looking at various subjects of European immigration through empirical case studies, it will build up an interactive discussion with some questions: what are the definitions of migration? Who is (not) a migrant? Who has control over the definitions? What are the features of migration? Does it complement, compete with, subvert and / or foreshadow ethnic, national, religious, class and gender identities? How do practices of migration cohabit with the state? What are the references in migration studies to concepts such as multiculturalism, toleration, collective rights, alienation and difference? Learning Objectives By the end of this course, students will be able to: Understand the importance of migration issues in a globalized world and against a background of wars and violence, and how these circumstances affect migration ebbs and flows. Understand migration into and within Europe, integration and governance of migration issues in Europe with particular emphasis on the host country. Articulate the contexts of migration while keeping in mind the historical ruptures and continuities in Europe, with particular emphasis on the host country. Interpret migration into and within Europe through an interdisciplinary perspective. 1

2 Course Prerequisites There are no prerequisites for this course. Methods of Instruction The course will be interactive between the students and the instructor. Each session will begin with a short introduction by the instructor. This will be followed by a presentation on that session s topic by a student. Later on, students will discuss the class material among themselves and with the instructor. Students are expected to do the required readings before class. To prepare in advance for the sessions, the students should pay attention to the following questions: What is the principal issue or topic addressed by the text? What theories/methods does the author use in making their arguments? What are the strengths and what the limitations (contradictions, biases, lacking points) of their arguments? What do these tell us about the author s ideological moorings and political stances? Assessment and Final Grade Students will be assessed according to the following criteria: 1. Midterm exam: 20% 2. Final exam: 20% 3. Reaction papers (X2): 30% 4. Presentation: 10% 4. Participation: 20% Course Requirements Midterm and final exams The midterm exam will be based on the readings, lectures and class discussions of the first three weeks of the course. The final exam will consist of the readings, lectures and class discussions of the second half of the course. Reaction Papers There will be 2 reactions papers in this course, which are related to the film screenings. You will be asked to write one page for each film, considering the readings and class discussions with well-structured sentences. 2

3 Presentation Students will present on a topic based on readings given in class on a topic given in class including representation of immigrants and the effect of the media. Participation As part of your work in this course, students should demonstrate learning beyond the submission of written assignments or presentations. As such, all students receive grades based upon participation. Participation is valued as meaningful contribution in the digital and tangible classroom, utilising the resources and materials presented to students as part of the course. Students receive grades based upon their contributions both in the classroom and in the Canvas course. Meaningful contribution requires students to be prepared, as directed by the Instructor, in advance of each class session. Students must clearly demonstrate they have engaged with the materials where directed. This includes valued or informed engagement in, for example, small group discussions, online discussion boards, peer-to-peer feedback (after presentations), interaction with guest speakers, and attentiveness on co-curricular and outside-of-classroom activities. Attendance Policy Regular class attendance is required throughout the program, and all unexcused absences will result in a lower participation grade for any affected CIEE course. Due to the intensive schedules for Open Campus and Short Term programs, unexcused absences that constitute more than 10% of the total course sessions will also result in a lower final grade. Students who transfer from one CIEE class to another during the add/drop period will not be considered absent from the first session(s) of their new class, provided they were marked present for the first session(s) of their original class. Otherwise, the absence(s) from the original class carry over to the new class and count against the grade in that class. For CIEE classes, excessively tardy (over 15 minutes late) students must be marked absent. Attendance policies also apply to any required co-curricular class excursion or event, as well as to Internship, Service Learning, or required field placement. Students 3

4 who miss class for personal travel will be marked as absent and unexcused. No makeup or re-sit opportunity will be provided. An absence in a CIEE course will only be considered excused if: a doctor s note is provided a CIEE staff member verifies that the student was too ill to attend class satisfactory evidence is provided of a family emergency Attendance policies also apply to any required class excursion, with the exception that some class excursions cannot accommodate any tardiness, and students risk being marked as absent if they fail to be present at the appointed time. Unexcused absences will lead to the following penalties: Percentage of Total Course Hours Missed Equivalent Number of Open Campus Semester classes Minimum Penalty Up to 10% 1 No academic penalty 10 20% 2 Reduction of final grade More than 20% 3 content classes, or 4 language classes Automatic course failure, and possible expulsion Weekly Schedule Week 1 Britain and the EU This week involves a comprehensive introduction to the concepts of immigration, emigration, main reasons for immigration into and intra EU. Students will think through and distinguish between agents of change, their motivations, and the institutions through which change has and can be made. Students will be introduced to the concept of field study, comparing and contrasting reports in the spectrum of disciplines relevant to the course (political science, sociology, area studies, etc.) in order to determine their methodology. Students will travel to areas of London home to two distinct minority populations: French and Latin American. Students will learn about the context of their migrations, the major institutional and cultural responses of these groups of migrants to life in London, and compare these field study sites with one another 4

5 and with French and Latin American areas of migration in the US and the EU, paying particular attention to the effects of changed demographics (urban/rural, etc.) and laws. Students will prepare for and participate in a debate that forms a capstone for the week: using the readings, the previous two days lectures, and their field study observations, they will discuss the causes and effects of migration with a particular emphasis on regulation. Overview: Course Overview: Intro to themes, field writing, and academic writing Field Study: Contrasting South Kensington and Elephant and Castle Debate: Why migrate? Why regulate migration? Readings: this week only, due for Day 2 of class instead of Day 1 Triandafyllidou/Gropas ch. 1, Walton-Roberts/Hennebry, chs. 8, 12, Bhopal/Myers ch. 4, Roman-Velasquez ch. 3 Week 2 Pre-1900s Britain and Immigration This week involves an exploration of the history of immigration into the EU with particular emphasis on The United Kingdom before the 20 th and 21 st Centuries. It will start with an overview of Pan-European migration patterns, and migration opportunities and restrictions across the Atlantic. Students will trace through history the significance of Britain s identity (at varying times hidden and emphasized) as a nation of immigrants. The flow of migrants from Eastern European countries to the UK will also be examined here in the particular context of Britain, and London in particular, as a refuge for Jewish populations. Students will also learn what the impact of these influxes on British society, culture, and politics has been. Students will travel to the East End of London, a neighborhood self-consciously built on layers of changing immigrant contributions. They will discuss the uses, advantages, and disadvantages of place-based memorialization, contextualizing the East End alongside other European sites where migration has been crystalized as part of the site s identity and commodified to greater or lesser degrees (Vitebsk, the Jewish Quarter in Prague, the Parisian suburbs, Andalucia, etc). 5

6 Students will prepare for and participate in a debate that forms a capstone for the week: using the readings, the previous two days lectures, and their field study observations, they will discuss the overall soundness of choosing UK as migration destination in the past, and will set up questions based on the historical context as to its value as a destination now. Overview: Nationalism, sovereignty, and movement: ever-shifting lines Field Study: Visit to Brick Lane, and in particular 19 Princelet Street (Museum of Immigration and Diversity) Debate: Was/is the UK the ideal destination for minorities in Europe? Readings: Dabydeen, Michie, Gilman, Kleeblatt, Smith articles Week 3 Twentieth Century Immigration: Windrush and Rivers of Blood This week involves coming to terms with the UK s complex colonial history and its effects on immigration policy in the pre- and post-war periods in the 1900s. Students will look at the large and rippling effects of small changes in policy and attitude to the number, country of origin, and economic profile of Commonwealth migration to London. They will also look at the way current responses by migrants and descendants of migrants of color to the Windrush coverage and the Enoch Powell Rivers of Blood speech have shaped BME Britain. Students will compare and contrast two major field sites: Notting Hill, a West London neighborhood famous for its Carnival, a celebration of Afro-Caribbean culture in Britain, and Brixton, with its famous Windrush memorial. Both have been sites of race riots, and students will the effects and consequences of racial rhetoric on Britain s immigration policy. They will discuss the political effects of such cultural changes in as curry being a favorite British food. Students will prepare for and participate in a debate that forms a capstone for the week: using the readings, the previous two days lectures, and their field study observations, they will discuss the challenges for the UK, faced as it is with culturally-prepared migrants from the Commonwealth alongside, and currently in competition with, EU migrants. They will endeavor to understand how the UK 6

7 would stand to gain or lose if the two groups of migrants abilities to enter, work, and settle in the UK were switched. Overview: Immigration and Infrastructure: Should ethnic enclaves be encouraged? Field Study: Contrasting Notting Hill and Brixton Debate: In a post-eu Britain, would commonwealth migrants benefit? Readings: Mercer, Reinelt, Hall (S), Buettner, Harrison/Phillips articles Week 4 Lampedusa and Europe s Refugees The pros and the cons of immigration into the EU are presented and explained, with emphasis on migration from former colonies to the UK, and the often lethal migration route from North Africa to Southern Europe. As the UK Government, under its recently elected government, moves their political rhetoric against the freedom of movement in the EU, this week we will examine what other Governmental reactions of EU countries in immigration matters are, and what are the potential EU policy implications. Students will learn about and discuss in small groups the governance of immigration issues in the EU, which will include a good relocation, resettlement and integration process of immigrants within individual European countries. The Calais port will be used as a case study for analysis of Non-Europeans migrating through Europe to reach the UK. The UK has made available footage of immigration raids and deportation deliberations, and students will view and discuss how these cleave to or depart from their expectations and what the subtexts and policy implications of the specificities of practice are in these situations. On Day 2, students will travel to the Dover Immigration Removal Centre, where they will explore the UK s first barrier to entry, and the final hurdle for migrants who have traveled through Lampedusa or Calais on their way to the UK. They will study the statements of Teresa May and the deliberations of recent court cases challenging the deportations of so-called ideal cases, where community support has backed asylum, and look at these alongside data analysis of the economic and social effects of migration in the UK. On Day 3, students will prepare for and participate in a debate that forms a capstone for the week: using the readings, the previous two days lectures, and their field study observations, they will discuss the responsibility of, benefit to, 7

8 and limitations on EU-state governmental action addressing illegal migration alongside a detailed and overburdened legal route to settlement. Overview: Day 1: Midterm Examination Day 2: Field Study: Visit to Dover Immigration Removal Centre Day 3: Debate: How far should European governments go to save refugees? Readings: Nijhoff ch. 7, 10, Feldman ch. 6, Lynn/Lea article, Wilsher ch.4 Week 5 Intersectional Policy-making: Religion, Gender, and Rights Students will get an in-depth understanding of the differences in UK and US law, especially as they interact with international law regarding immigration and human rights. Looking at religion and gender, two hot button issues, students will study how current policy can hinder the ability of women and/or members of underrepresented or disadvantaged religious groups to access state services and to avail themselves fully of the rights of inhabitants of Britain. Students will focus this week on the role of non-governmental organizations in creating a more lasting or more immediate change in the debate as well as on the limitations of these organizations. On Students will visit a speaker from the Kurdish and Middle Eastern Women s Organisation in Britain, gaining an insider s perspective on how such an organization can be set up, sustained, and grow in the contemporary climate, as well as on how such an organization can or cannot effect change amongst immigrant community, mainstream British worldviews, and in the legislature. Students will prepare for and participate in a debate that forms a capstone for the week: using the readings, the previous two days lectures, and their field study observations, discussing whether they see themselves as future actors in governmental or non-governmental organizations, and for what reasons. They will then participate in the All-Class Conference, presenting in small groups on areas of personal interest and expertise. Overview: Immigration and the Culture Wars: What is Britishness? Field Study: Visit to KMEWO 8

9 (The Kurdish and Middle Eastern Women s Organisation in Britain) Responses and Presentations Readings: Parekh report selections, Hall (C), Crooke, Gilroy Week 6 Recap and Conclusions: The EU and Britain Students will consolidate their gains in knowledge and understanding of the past six weeks, and look at a variety of predictions about possible trajectories for immigration and immigration policy in the UK (in and outside of the EU), not excluding trajectories regarding the US/UK relationship. Students will travel to the Centre for Migration and Diaspora Studies. Using the skills they have honed as researchers on and thinkers about immigration, they will observe and have the opportunity to participate in discussion with the UK s current leading thinkers on immigration. Students will prepare for and participate in a debate that forms a capstone for the course: using the readings, the lectures, and their field study observations, the case of the United Kingdom s present immigration situation will be described and debated in the class. The class will be divided into groups advocating and protesting current governmental policies, and their conclusions will be compared to the latest immigration debates taking place in Parliament. Overview: Looking to the future: immigration in the 21 st century and beyond Field Study: Visit to Centre for Migration and Diaspora Studies Course Conclusions: Final Papers Due Readings: Galgoczi/Leschke/Watt ch. 6, 7, Walton-Roberts/Hennebry ch. 4, 6 Course Materials Readings 9

10 Bhopal, Kalwant and Martin Myers. Insiders, Outsiders, and Others. University of Hertfordshire Press, Print. Buettner, Elizabeth. Going for an Indian : South Asian Restaurants and the Limits of Multiculturalism in Britain, The Journal of Modern History, Vol. 80, No. 4, A Special Issue on Metropole and Colony (December 2008), pp Crooke, Elizabeth in Littler, Jo and Roshni Naidoo, eds. The Politics of Heritage. Routledge, Dabydeen, David. Hogarth s Blacks. University of Georgia Press, Print. Feldman, Gregory. The Migration Apparatus Security, Labor, and Policymaking in the European Union. Stanford University Press Print. Galgoczi, Bela, Leschke, Janine and Watt, Andrew. EU Labor Migration since Enlargement. Trends, Impacts and Policies. Ashgate Print. Gilman, Sander L. Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth Century Art, Medicine, and Literature, Critical Inquiry, Vol. 12, No. 1, "Race," Writing, and Difference (1985), pp Print. Hall, Catherine in Chambers, Iain and Lidia Curti, eds. The Post-Colonial Question: Common Skies, Divided Horizons. Routledge, Print. Hall, Stuart in Rutherford, Jonathan, ed. Identity: Community, Culture, Difference. Lawrence and Wishart, Print. Harrison, Malcolm and Deborah Phillips in Bloch, Alice and John Solomos, eds. Race and Ethnicity in the 21 st Century. Palgrave Macmillan, Print. Kleeblatt, Norman in Mirzoeff, N., ed. Diaspora and Visual Culture. Routledge, Print. Lynn, Nick and Susan Lea, Phantom Menace and New Apartheid : The Social Construction of Asylum-Seekers in the United Kingdom. Discourse Society no.14, pp , Online only. Michie, Elsie. From Simianized Irish to Oriental Despots: Heathcliff, Rochester, and Racial Difference, A Forum on Fiction, Vol. 25, No. 2 (1992), pp Print. 10

11 Mercer, Kobena in Bailey, David A. Baucom, Ian, and Sonia Boyce. Shades of Black. Duke University Press, Print. Nijhoff, Martinus. The First Decade of EU Migration and Asylum Law. Brill Print. Niessen, Jan and Guild, Elspeth (Eds.). Immigration and Asylum Law and Policy in Europe. Volumes Brill Publishing House Print. Reinelt, Janelle. Toward a Poetics of Theatre and Public Events: In the Case of Stephen Lawrence, TDR (1988-), Vol. 50, No. 3 (Autumn, 2006), pp Print. Roman-Velazquez, Patria. The Making of Latin London. Ashgate, Print. Smith, Greg M. It s Just a Movie : A Teaching Essay for Introductory Media Classes, Cinema Journal, Vol. 41, No. 1 (Autumn, 2001), pp Print. Triandafyllidou, Anna. Irregular Migration in Europe. Ashgate Print. Triandafyllidou, Anna, Gropas, Ruby (Eds). European Immigration: A Sourcebook. Ashgate Print. Walton-Roberts, Margaret and Hennebry, Jenna (Eds). Territoriality and Migration in the EU Neighbourhood. Series: International Perspectives on Migration, Volume Print. Wilsher, Daniel. Immigration Detention: Law, History, Politics. Cambridge University Press, Webster, Wendy in Addison, Paul and Harriet Jones, eds. A Companion to Contemporary Britain, Blackwell, Print. Online Resources European Union Immigration. International Map on Migration. 11

12 International Organization for Migration. Mapping Europe s War Against Immigration. The Center for European Policy Studies. The UN Refugee Agency. NOTE: this schedule is subject to change at the discretion of the instructor to take advantage of current experiential learning opportunities. 12