MIGRATION & GLOBALIZATION SOSC. 105 (1) FALL

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1 MIGRATION & GLOBALIZATION SOSC. 105 (1) FALL Instructor: Ayşen Üstübici Office: CASE Z47 Phone: austubici@ku.edu.tr Office Hours: Thursdays 09:45 12:00 (and by appointment) (TBC) Class Hours: Tuesdays and Thursdays 08:30 09:45 Class location: SOSZ21 COURSE DESCRIPTION This course presents discussions pertaining to contemporary global migration and transformations of citizenship. The course material is organized to reflect on the sociological and political science questions such as state sovereignty, borders, social mobility, gender, education, global inequalities, as they relate to international mobility and citizenship. We will explore fundamental consequences of migration for shaping social relations at local and global levels. Particularly, we will look at changing trends in global mobility, theories explaining international mobility, migrant integration, citizenship practices of migrant communities; the impact of migration on sending and receiving societies, the basic methods used for analyzing migration related issues. This syllabus can be modified and refined in accordance with students interests. COURSE ORGANIZATION AND REQUIREMENTS Students are expected to come to class having read the material assigned for each session. Lectures will include both the material in the readings and additional information. Your active participation in class is very important. Students are expected to be informed about both the content of the reading material and in-class lectures and discussions. The final grades will be based on: Attendance and active participation: 5% Pop quizzes: 10% Midterm Exam: 35% Short paper or in-class presentation: 15% Final Exam: 35% You can take make-up exams only if you have documented medical emergencies (There will be no makeup exams for the pop-up quizzes). In accordance with Koç University Regulations, there will be only one make-up exam. Students are responsible for all announcements made in classes even if they are absent that day. Lecture slides and announcement will be uploaded on Blackboard. Therefore, students are expected to follow Blackboard regularly. 1

2 Information on short paper or in-class presentations: The aim of this task is to improve your written / oral presentation skills and to invite you to reflect on the concepts and theories we cover in class. Students are required to watch and analyze a fiction movie. You will be provided a list of possible movies to pick from. You can also pick a movie which is not in the list, upon consultation with the instructor. You can either write a report (around 2000 words) or prepare an oral presentation (5-10 minutes) addressing the following items: -provide a very brief summary of the movie -reveal most recurrent themes pertaining to international migration -explain how they relate to reading material covered in the class (you can also find other academic references) -provide a critical analysis of how migration related issues are presented in the movie It is a rather flexible written / oral assignment. Written papers are due on December 27 th, READING MATERIALS Reading materials are available and downloadable at Suna Kıraç Library e-reserve. The textbook The Age of Migration is reserved for this course at the Reserve Section of the Suna Kıraç Library. COURSE SCHEDULE AND READING ASSIGNMENTS CONTENTS AND TIMETABLE Week 1: (27 September 29 September) Introduction: Trends in Global Mobility Castles, S., de Haas, H., & Miller, M. J. (2014). Introduction. The age of migration (pp. 1-24). London: Macmillan. Week 2: (4 October 6 October) Theories of International Migration Castles, S., de Haas, H., & Miller, M. J. (2014). Theories of migration. The age of migration (pp ). London: Macmillan. Week 3: (11 October 13 October) Integration and Citizenship Fitzgerald, D. S. (2014). The sociology of international migration. In C. B. Brettell & J. F. Hollifield (Eds.), Migration theory: Talking across disciplines (pp ). New York: Routledge. 2

3 Week 4: (18 October 20 October) Diaspora and Transnationalism Bruneau, M. (2010). Diaspora, transnational spaces and communities. In R. Bauböck & T. Faist (Eds.), Diaspora and transnationalism: Concepts, theories and methods (pp ). Amsterdam: Amsterdam University Press. Faist, T., Fauser, M., & Reisenauer, E. (2013). Transnationality and social practices. Transnational Migration (pp ). Malden: Polity Press. Week 5: (25 October 27 October) Second generations and Identity Crul, M., & Vermeulen, H. (2003). The second generation in Europe. International Migration Review, 37(4), Kaya, A. (2002). Aesthetics of diaspora: Contemporary minstrels in Turkish Berlin. Journal of Ethnic and Migration Studies, 28(1), Week 6: (1 November 3 November) Gender, Labor and Migration Parreñas, R. S. (2000). Migrant Filipina domestic workers and the international division of reproductive labor. Gender & Society, 14(4), Select your movie and type of assignment Week 7: (8 November 10 November) Wrap up 10 November Midterm Exam (TBC) Week 8: (15 November 17 November) Borders, Smuggling, Trafficking Kastner, K. (2010). Moving relationships: Family ties of Nigerian migrants on their way to Europe. African and Black Diaspora: An International Journal, 3(1), Khosravi, S. (2010). An ethnography of migrant illegality in Sweden: Included yet excepted?. Journal of International Political Theory, 6(1), Week 9: (22 November 24 November) Forced Migration Castles, S., de Haas, H., & Miller, M. J. (2014). State and international migration: The quest for control. The Age of Migration (pp ). London: Macmillan. UNHCR (2016). Global trends: Forced displacement in Retrieved from 3

4 de Haas, H. (2016, August 22). Refugees: A small and relatively stable proportion of world migration [Blog]. Retrieved from Week 10: (29 November 1 December) Forced Migration, Age, Gender Fiddian-Qasmiyeh, E. (2014). Gender and forced migration. In E. Fiddian-Qasmiyeh, G. Loescher, K. Long, N. Sigona (Eds.), The Oxford handbook of refugee and forced migration studies (pp ). Oxford: Oxford University Press. Documentary God Grew Tired of Us: The Story of Lost Boys of Sudan by Christopher Quinn. Week 11: (6 December 8 December) Public Opinion Zapata-Barrero, R. (2009). Policies and public opinion towards immigrants: The Spanish case. Ethnic and Racial Studies, 32(7), Week 12: (13 December 15 December) Focus on Turkey I İçduygu, A., & Kirişçi, K. (2009). Turkey s international migration in transition. In A. İçduygu & K. Kirişçi (Eds.), Land of diverse migrations: Challenges of emigration and immigration in Turkey (pp. 1-25). Istanbul: Bilgi University Press. Yükseker, D., & Brewer, T. K. (2011). Astray and stranded at the gates of the European Union: African transit migrants in Istanbul. New Perspectives on Turkey, 44, Week 13: (20 December 22 December) Focus on Turkey II Erder, S. (2016). Preliminary thoughts on the Syrian refugee movement. New Perspectives on Turkey, 54, Yıldız, A., & Uzgören, E. (2016). Limits to temporary protection: non-camp Syrian refugees in İzmir, Turkey. Southeast European and Black Sea Studies, 16:2, Week 14: (27 December 29 December) Student Presentations and Review December 27 th Short papers are due 4

5 Statement on Academic Honesty with Emphasis on Plagiarism Koç University expects all of its students to perform course-related activities in accordance with the rules set forth in the Student Code of Conduct ( Actions considered as academic dishonesty at Koç University include but are not limited to cheating, plagiarism, collusion, and impersonating. This statement s goal is to draw attention to cheating and plagiarism related actions deemed unacceptable within the context of Student Code of Conduct: All individual assignments must be completed by the student himself/herself, and all team assignments must be completed by the members of the team, without the aid of other individuals. If a team member does not contribute to the written documents or participate in the activities of the team, his/her name should not appear on the work submitted for evaluation. Plagiarism is defined as borrowing or using someone else s written statements or ideas without giving written acknowledgement to the author. Students are encouraged to conduct research beyond the course material, but they must not use any documents prepared by current or previous students, or notes prepared by instructors at Koç University or other universities without properly citing the source. Furthermore, students are expected to adhere to the Classroom Code of Conduct ( and to refrain from all forms of unacceptable behavior during lectures. Failure to adhere to expected behavior may result in disciplinary action. There are two kinds of plagiarism: intentional and accidental. Intentional plagiarism (Example: Using a classmate s homework as one s own because the student does not want to spend time working on that homework) is considered intellectual theft, and there is no need to emphasize the wrongfulness of this act. Accidental plagiarism, on the other hand, may be considered as a more acceptable form of plagiarism by some students, which is certainly not how it is perceived by the University administration and faculty. The student is responsible for properly citing a source if he/she is making use of another person s work. For an example on accidental plagiarism, please refer to the document titled An Example on Accidental Plagiarism. If you are unsure whether the action you will take would be a violation of Koç University s Student Code of Conduct, please consult with your instructor before taking that action. An Example on Accidental Plagiarism This example is taken from a document prepared by the City University of New York. The following text is taken from Elaine Tyler May s Myths and Realities of the American Family : Because women's wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain woefully inadequate. Below, there is an excerpt from a student s homework, who made use of May s original text: As Elaine Tyler May points out, women's wages often continue to reflect the fiction that men earn the family wage (588). Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still woefully inadequate (May 589). 5

6 You may think that there is no plagiarism here since the student is citing the original author. However, this is an instance of accidental plagiarism. Although the student cites May and uses quotation marks occasionally, the rest of the sentences, more specifically the following section: Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still woefully inadequate (May 589), almost exactly duplicates May s original language. So, in order to avoid plagiarism, the student either had to use quotation marks for the rest of the sentences as well, or he/she had to paraphrase May s ideas by using not only his/her own words, but his/her own original ideas as well. You should keep in mind that accidental plagiarism often occurs when the student does not really understand the original text but still tries to make use of it. Understanding the original text and understanding why you agree or disagree with the ideas proposed in that text is crucial both for avoiding plagiarism and for your intellectual development. Reference(s): Avoiding and Detecting Plagiarism: A Guide for Graduate Students and Faculty. (2012). The Graduate Center. City University of New York [Web]. < Graduate-Center/PDF/Publications/AvoidingPlagiarism.pdf> 6