CIEE Global Institute - Copenhagen

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1 CIEE Global Institute - Copenhagen Course name: European Immigration Course number: (GI) INRE 3003 CPDK Programs offering course: Copenhagen Open Campus Open Campus Track: International Relations and Political Science Track Language of instruction: English U.S. semester credits: 3 Contact hours: 45 Term: Course Description Subjects of migration vary by 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 20th 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 completing this course, students will be able to: Examine 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. Compare migration into and within Europe, integration and governance of migration issues in Europe with particular emphasis on the host country. 1

2 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. Course Prerequisites Students should have completed a course in politics, sociology, or history prior to taking 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: 10% 2. Presentation: 20% 3. Reaction Papers (2): 20% 4. Final Exam: 30% 5. Participation: 20% 2

3 Total: 100% Course Requirements Midterm Exam The midterm exam will be based on the readings, lectures and class discussions of the first three weeks of the course. The exam will be one hour in length, and will require the completion of one long essay question and one short essay question. Final Exam The final exam will consist of the readings, lectures and class discussions of the second half of the course. The exam will require the completion of three long essay questions. Students will be expected to present comprehensive knowledge of the readings, and the ability to critically evaluate and apply these readings in arguments responding to the questions. Presentations Students are expected to present individually for 10 minutes evaluating the public discourse in Europe on immigration. Students should present clear evidence of connecting readings from the course with current media representations / publications / broadcasts. Reaction Papers There will be 2 reactions papers in this course, which are related to the film screenings. You will be asked to write 1000 words for each film, considering the readings and class discussions with well-structured sentences. Participation Participation is valued as meaningful contribution in the digital and tangible classroom, utilizing the resources and materials presented to students as part of the course. Meaningful contribution requires students to be prepared in advance of each class session and to have regular attendance. Students must clearly demonstrate they have engaged with the materials as directed, for example, through classroom discussions, online discussion boards, peer-to-peer feedback (after presentations), interaction with guest speakers, and attentiveness on co-curricular and outside-of-classroom activities. 3

4 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 will result in a written warning. 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 who miss class for personal travel, including unforeseen delays that arise as a result of personal travel, will be marked as absent and unexcused. No make-up or re-sit opportunity will be provided. 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 4

5 Up to 10% 1 content classes, or up to 2 language classes Participation graded as per class requirements 10 20% 2 content classes, or 3-4 language classes Participation graded as per class requirements; written warning More than 20% 3 content classes, or 5 language classes Automatic course failure, and possible expulsion 5

6 Weekly Schedule NOTE: this schedule is subject to change at the discretion of the instructor to take advantage of current experiential learning opportunities. Week 1 Class 1:1 Orientation Introducing the Immigrants of Europe This module introduces students to the characteristics and sociopolitical context of contemporary European migration. A brief overview of historical migration patterns in and out of Europe will be discussed as well as the socioeconomic and political impacts migration flows have had on European countries. Issues pertaining to the labelling and management of migrants will be explored from the perspective of immigrant communities as well as host governments. Specific focus will be paid to contemporary Danish immigration issues including integration as well as governance. Triandafyllidou and Gropas eds. (2007), Chapter 1 and Chapter 6. Week 2 Class 2:1 Immigration from a Historical Perspective This module provides an in-depth analysis of contemporary European migration trends particularly in the second half of the 20th century. Challenges associated with the mass movement of people on a local, national as well as European level will be discussed. Schierup, Hansen and Castles (2006), Chapter 2 and Chapter 8. Class 2:2 Refugees 6

7 This module focuses exclusively on contemporary refugee migration to Europe. What national, European and international provisions are in place for managing asylum seekers and refugees? What responsibilities do states have under international law, and how are these responsibilities being practiced? An examination of how different European countries interpret and implement refugee management provisions will take place, focusing specifically on the recent influx of refugees to Europe. Site visit: excursion to a refugee center. Dustmann (2017), Gammeltoft-Hansen (2017), Morris (2001), UNHCR (2015). Response Paper 1 due Week 3 Class 3:1 Representation The role of media in shaping the public s view of immigrants and immigration is the point of focus for this module. More specifically this module will investigate how the media has portrayed immigrants in different European countries, and the lived effects of these campaigns on immigrant groups as well as host communities. Attention will be paid to the specific cases of the Netherlands and Denmark. Andreassen (2016), Esses (2013), Van Klingeren (2015).Ali: Fear Eats the Soul (directed by Rainer Werner Fassbinder, 1974) Class 3:2 Immigrant Entrepreneurship This module explores the contribution of immigrant entrepreneurs within Europe as drivers of economic growth. The entrepreneurship characteristics of various 7

8 immigrant groups in different European countries are examined, as well as their impact at both the local and national level. Baycan-Levent (2009), Pécoud (2004) Midterm exam (1 hour) Week 4 Class 4:1 Law, Citizens and Immigrants This module examines the challenges associated with integration of migrant populations in host communities. Across Europe today countries are faced with the task of incorporating large numbers of immigrants with various language, religion and ethnic/cultural backgrounds, into mainstream society. How is the process of integration defined in different country contexts and what role do governments, citizens and immigrant communities play in facilitating this process? Alba (2014), Pajnik (2016), Parusel (2016), Sniderman (2014, pp ). Class 4:2 Islam in Europe This module looks at Muslim communities within Europe and Islam in the public sphere. While Muslim communities across Europe share a number of similarities, they are a heterogeneous group of people whose cultural and religious identities are often overlooked. What are the similarities and differences among European Muslims residing in different European countries? How do they forge identities and address issues of religious practice in their host communities and countries? Attention will be paid to issues of social engagement, interaction and deliberation between Muslim immigrant communities and host societies. Guest Speaker: Spyros Sofos, Researcher at the Centre for Middle Eastern Studies, Lund University 8

9 Avcioğlu (2016), Sofos (2013, pp ), Foner (2015). Presentations due Week 5 Class 5:1 Class, Race and Urban Periphery In recent years the spatial distribution of immigrant groups across Europe has become a key issue among politicians, policymakers and citizens alike. Increasing levels of inequalities within European societies divides the wealthy from the poor, immigrants from native citizens, and different religious groups from each other. These divisions along socio-economic, ethnic and cultural lines threatens the sustainability of European neighbourhoods, communities and urban centres. This module will discuss segregation broadly speaking, including contributing factors as well as consequences for immigrants and host communities. Film: La Heine (directed by Mathieu Kassovitz, 1995) Schönwalder and Söhn (2009), Wacquant (1996), Tammaru (2016, pp. 1-29) Class 5:2 Ghettos, Metaphors and Social Movements Building on the previous session s topic, this module explores the socio-political as well as spatial formations of urban marginalisation commonly referred to as inner cities or ghettos. What characterizes these spaces, and what prompted their development? The implications of these neighbourhoods on their residents, as well as the wider urban community will be investigated. Additionally, the role these physical and symbolic spaces have historically played in the collective mobilisation of low-income residents will be explored as well as state responses that have been used to control dissent. 9

10 Mayer (2012), Stehle (2012), Wacquant (2008, pp and ), Uitermark (2013). Response Paper 2 due Week 6 Class 6:1 Music and Youth Culture This module explores different aspects of youth culture within Europe, and its manifestations in mediums such as music, fashion and political activism. The development and persistence youth-oriented cultures is explored in connection to different European contexts. Guest Speaker: Anders Ackfeldt, Researcher at the Centre for Theology and Religion, Lund University. Concluding Remarks. Phizacklea (2016), Herding (2014, pp y), Langebach and Raabe (2013), Sernhede (2011) Class 6:2 Final Exam Course Materials Readings Andressen, Rikke. Sing a Song, but Stay Out of Politics: Two Cases of Representation of Racial/Ethnic Minorities in the Danish Media. In Media in Motion: Cultural Complexity and Migration in the Nordic Region, ed. E. Eide and K. Nikunen (Abingdon: Routledge, 2011). Alba, Richard and Nancy Foner. Comparing Immigrant Integration in North America and Western Europe: How Much Do the Grand Narratives Tell Us? International Migration Review, 48 (2014): S263-S

11 Avcioğlu, Nebahat. The Mosque and the European City. In Islam and Public Controversy in Europe, ed. N. Göle (London: Routledge, 2016) Baycan-Levent, Tüzin and Peter Nijkamp. Characteristics of migrant entrepreneurship in Europe. Entrepreneurship & Regional Development, 21 (4), (2009): Dustmann, Christian et. al. On the economics and politics of refugee migration. Economic Policy, 32(91), (2017): Esses, Victoria, Stelian Medianu and Andrea Lawson. Uncertainty, Threat and the Role of the Media in Promoting the Dehumanization of Immigrants and Refugees. Journal of Social Issues, 69 (2013): Fonder, Nancy. Is Islam in Western Europe like Race in the United States? Sociological Forum, 30, (2015): Gammeltoft-Hansen, Thomas. Refugee policy as negative nation branding : the case of Denmark and the Nordics. Danish Foreign Policy Yearbook, 2017: Langebach, Martin and Jan Raabe. Inside the extreme right: the White Power music scene. In Varieties of Right-Wing Extremism in Europe, eds. A. Mammone, E. Godin and B. Jenkins. (Abingdon: Routledge, 2013). Mayer, Margit. The 'Right to the City' in Urban Social Movements. In Cities for People, not for Profit, eds. N. Brenner et al. (London: Routledge, 2012). Morris, Lydia. Stratified Rights and the Management of Migration. European Societies, 3(4), (2001): Pajnik, Mojca. Impossibilities of Social Citizenship: On the Statelessness of Migrants. In Security, Insecurity and Migration in Europe, ed. G. Lazaridis. (London: Routledge, 2016). Parusel, Bernd. Unaccompanied Minors in Europe: Between Immigration Control and the Need for Protection. In Security, Insecurity and Migration in Europe, ed. G. Lazaridis. (London: Routledge, 2016). 11

12 Phizacklea, Annie. Concluding Remarks State Security Versus the Security of Migrants: The Unbalanced Contest. In Security, Insecurity and Migration in Europe, ed. G. Lazaridis. (London: Routledge, 2016). Pécoud, Antoine. Entrepreneurship and Identity: Cosmopolitanism and Cultural Competencies Among German-Turkish Businesspeople in Berlin. Journal of Ethnic and Migration Studies, 20(1), (2004): Schierup, Carl-Ulrik, Peo Hansen and Stephen Castles. Migration, Citizenship, and the European Welfare State: A European Dilemma. (Oxford: Oxford University Press, 2006). Schönwalder, Karen and Janina Söhn. Immigrant Settlement Structures in Germany: General Patterns and Urban Levels of Concentration of Major Groups. Urban Studies, 46 (7), (2009): Sernhede, Ove. School, Youth Culture and Territorial Stigmatization in Swedish Metropolitan Districts. Young, 19 (2), (2011): Sniderman, Paul, et al. Paradoxes of Liberal Democracy: Islam, Western Europe, and the Danish Cartoon Crisis. (Princeton: Princeton University Press, 2014). Sofos, Spyros and R. Tsagarousianou. Islam in Europe: Public Spaces and Civic Networks. (Basingstoke: Palgrave Macmillan, 2013). Stehle, Maria. White ghettos: the crisis of multiculturalism in post-unification Germany. 15(2), (2012): Tammaru, Tiit et al. A multi-factor approach to understanding socio-economic segregation in European capital cities. In Socio-economic Segregation in European Capital Cities. (Abingdon: Routledge, 2016) Triandafyllidou, Anna and Ruby Gropas (eds.). European Immigration: A Sourcebook. (Hampshire: Ashgate, 2007). Uitermark, Justus and Walter Nicholls. From Politicization to Policing: The Rise and Decline of New Social Movements in Amsterdam and Paris." Antipode, 46 (2014):

13 UNHCR. Asylum Trends (Genova: UNHCR, 2015). Van Klingeren, Marijn et al. Real World is Not Enough: The Media as an Additional Source of Negative Attitudes Toward Immigration, Comparing Denmark and the Netherlands. European Sociological Review, 31 (3) (2015): Wacquant, Loic Red Belt, Black Belt: Racial Division, Class Inequality and the State in the French Urban Periphery and the American Ghetto. In Urban Poverty and the Underclass, ed. E. Mingione. (Oxford: Cambridge, 1996):