Refugees, Migrants, and Citizenship

Transcription

1 Refugees, Migrants, and Citizenship Dr. Amy Malek INTL Fall 2016 T/R 12:15 1:30pm Maybank Hall 112 Office Hours: T/R 3:15 4:15pm 9 Glebe St. (Rm. 203) Course Description We are currently witnessing what the U.N. has deemed the largest migration crisis in history. Who has the right to travel, to remain, or to belong? This course considers new theoretical approaches to migration and citizenship through ethnographic case studies examining refugee and immigrant experiences in Europe and North America. How do exclusion and inclusion impact ideas of citizenship, race, and identity? How is mobility enabled, disabled, and regulated by state and non-state actors in ways that impact integration and belonging? In working through these questions, students will conduct analyses that draw out the intersections of migration and citizenship, culminating in a final paper. Course Learning Objectives In this course, students will: Image: Reza, mosaic of refugees, from A Dream of Humanity, 2015 develop an understanding of the various theoretical approaches to notions of citizenship and multiculturalism develop a critical understanding of the historical and political categories of refugee, asylum seeker, immigrant, migrant, exile, and diaspora gain familiarity with ethnographic analyses based on research in Europe and North America improve their critical reading, writing, and oral presentation skills Course Requirements & Grading In order to do well in this course, you will need to come to class each session having completed the assigned readings and prepared to discuss them. Your final grade in the course will be 1

2 determined through a combination of participation, exams, essays, and presentations, outlined below. 1. Participation & Attendance (15%) Attendance and participation in class discussions are mandatory. You must come to class having completed the readings listed on the syllabus for each day. Because this course is a mix of lecture and discussion, your and your colleagues contributions and participation will greatly impact the quality of the class. Your success in the course thus requires that you complete the readings and think critically about them before each class meeting, so that you may contribute fruitfully. Bring the readings to class with you (in paper or electronic form) as we will refer to them frequently in discussion. 2. In-class Reading Quizzes (10%) There will be one short reflection quiz given per week; the exact day is unannounced unless otherwise noted. In addition to helping ensure you stay on track with readings, each week s one or two-question quiz will help jump-start our discussion of the assigned texts. I will drop the lowest of these quiz grades, but there will be no make-ups offered for missed in-class quizzes. If you are not in class, you will receive a 0 for that week s quiz. 3. In-class Midterm Exam (20%) The midterm exam will be given in class on Thursday, October 6 and will consist of multiple choice, short-answer questions and a short essay. The exam will cover material from the first half of the course, and we will have a brief midterm review in class on 10/4. Please note these dates now and plan accordingly; travel is not a permissible excuse for missing exams. If you miss an exam due to extreme illness, you must contact me immediately and provide documentation in order to arrange for a make-up. 4. Short Essays (30%; 15% each) These short, 2-page essays will engage with course concepts. The first will ask contemporary representations of migration and refugees in the media. The essays will require that you respond to a prompt provided one week in advance of each deadline. - Essay 1: due in OAKS Dropbox by Monday, October 24, 2016 at 5pm. - Essay 2: due in OAKS Dropbox by Monday, November 21, 2016 at 5pm. 5. Final Paper (25%) Your final exam for this course will be in the form of an essay, 6-8 pages in length, due to OAKS on December 13 by 3pm. You will be given two options for your final paper, each of which will require you to engage with course concepts and apply them to a new context by a) interviewing an immigrant about their migration(s) and their experiences with citizenship or b) selecting a migration context that we have covered in class to research in more depth. In each case, you will develop a paper proposal, due to OAKS on 11/28 by 5pm, as well as a research question, gather data, and develop an argument based on your data. 2

3 Required Texts All required materials for the course will be made available on OAKS. Course Policies Office Hours Office hours are a resource for you. They are a great time to ask any questions you may have or to discuss your thoughts about the readings, assignments, or the class in general. If you are unclear about something discussed in class or readings, it is important to ask! If you are unable to attend my posted office hours and need to meet at another time, I m happy to set up an appointment. Please me in advance to request this. Letter Grade A A- Points B B B C C C D D D F <60 Communication The best way to schedule an appointment or to reach me is by . I will do my best to respond within 24 hours Monday through Friday. If you do not receive a response in 48 hours, you are welcome to resend your to ensure I received it. Please plan accordingly and be sure to send any questions early so that you are not left with unanswered questions before an exam or deadline! Grading Policy The grading scale for this course is listed to the left. Please note that grades are not subject to negotiation. I am happy to discuss your graded work in office hours with the understanding that you have read my comments and reflected on them for at least 24 hours before we discuss them. Your aim in this conversation should be to better understand why you received your grade in order to improve on the next assignment. Extra Credit Throughout the semester I may offer opportunities for extra credit by attending specific events on campus and in Charleston that are related to this course. These opportunities will be announced in class and/or via OAKS. To take advantage and receive extra credit, you must a) attend the entire event (including any Q & A), b) write a 1-page doublespaced reflection that consists of a summary paragraph and your reflections on how the event shed new light on a key concept of the course. Responses are due to the extra credit OAKS Dropbox no later than one week after the event and you may receive credit for up to 3 events (one response each). 3

4 College of Charleston Honor Code and Academic Integrity Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student s actions are related more to a misunderstanding will handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed both by the instructor and the student, will be forwarded to the Dean of Students and placed in the student s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for academic dishonesty will receive a XXF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student s transcript for two years after which the student may petition for the XX to be expunged. The F is permanent. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Students should be aware that unauthorized collaboration - working together without permission - is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Other forms of cheating include possessing or using an unauthorized study aid (which could include accessing information via a cell phone or computer), copying from others exams, fabricating data, and giving unauthorized assistance. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook at Classroom Etiquette & Respect One of the aims of this class is drawn from Anthropology: to make the strange familiar and the familiar strange. This task can be incredibly rewarding, but is also often challenging, both academically and personally. Thus, in this course we must be open-minded and listen to one another respectfully and maintain respectful interactions in the classroom. This includes being attentive and participating in class discussions. It should go without saying that all cell phones must be turned off or silenced and put away during class. Visible texting and chatting or audible ringing disrupts the entire class and will lead 4

5 to embarrassing consequences. The best way to avoid this is to silence your phone and put it away. Laptops and tablets are allowed in class for note-taking purposes only. Academic Support Services - Center for Student Learning I encourage you to utilize the Center for Student Learning s (CSL) academic support services for assistance in study strategies and course content. They offer walk-in tutoring, by-appointment tutoring, supplemental instruction, study skills appointments, and workshops. Students of all abilities have become more successful using these programs throughout their academic career and the services are available to you at no additional cost. For more information regarding these services please visit the CSL website at or call (843) Disability Services & Accommodations The College will make reasonable accommodations for persons with documented disabilities. Students should apply at the Center for Disability Services / SNAP, located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsible for notifying me as soon as possible and for contacting me no less than one week before accommodation is needed. Important Dates Please make note of the following exam dates and deadlines. Thursday, October 6 In-class Midterm Exam Monday, October 24 Short Essay 1 due to OAKS by 5pm Monday, November 21 Short Essay 2 due to OAKS by 5pm Monday, November 28 Final Paper proposal due to OAKS by 5pm Thursday, December 13 Final Paper due to OAKS by 3pm Tentative Course Schedule This syllabus is a blueprint, and subject to change. Any adjustments will be announced in class and the most up-to-date syllabus will always be on OAKS. Please check the Course Schedule on OAKS regularly for up-to-date reading assignments. 5

6 Date Topics Assigned Reading T 8/23 Introductions R 8/25 Unit 1: Studying International Migration through Citizenship UNHCR Viewpoint: Refugee or Migrant Which is Right? July , pp Select ONE of the ten issues addressed by the MPI at the link below and read the corresponding article. Come to class prepared to present the issue to the class. T 8/30 Transnational Migration Glick Schiller et al. From Immigrant to Transmigrant: Theorizing Transnational Migration, Anthropological Quarterly: R 9/1 Citizenship & Belonging Coutin, Cultural Logics of Belonging and Movement, American Ethnologist, 2003: Unit 2: Beyond Traditional Approaches to Citizenship T 9/6 Cultural Citizenship Ong, Cultural Citizenship as Subject Making & Responses, Current Anthropology, 1996: R 9/8 Vernacular Citizenship Galvez, Immigrant Citizenship: neoliberalism, immobility, and the vernacular meanings of citizenship, Identities, 2013: T 9/13 Flexible Citizenship (Turks in Germany) Spiro, Stuck with Two Passports, 1/19/2016, pp Mandel, Practicing German Citizenship, in Cosmopolitan Anxieties, R 9/15 Neoliberalism & Flexible Ong, Flexible Citizenship, (excerpts). Citizenship T 9/20 Multicultural Citizenship Kymlicka, Multicultural Citizenship, Excerpts. Bloemraad, The Debate over Multiculturalism: Philosophy, Politics, and Policy, Migration Info Source, 2011: 1-6. R 9/22 Case Study: Canada Bloemraad, Multicultural Citizenship, Becoming a Citizen, 2006, pp T 9/27 Diasporic Citizenship & Identity Siu, Queen of the Chinese Colony: Gender, Nation, and Belonging in Diaspora, Anthropological Quarterly 2005: R 9/29 Case Study: Iranians in the Film (in-class) Iranian Enough? (BBC, 2013) 6

7 T 10/4 R 10/6 UK and US Film Discussion & Midterm Review MIDTERM EXAM (Prepare for Midterm review) Unit 3: Global Issues in Migration & Citizenship T 10/11 Refugees in Law & Society 1951 Refugee Convention and Protocol (Skim) Malkki, Speechless Emissaries: Refugees, Humanitarianism, and Dehistoricization Cultural Anthropology, 1996: Taking Control of the Camera, Eurozine, Th 10/13 Case Study: Greece & Italy Newland, Protection at Sea: Addressing Irregular Maritime Migration, Migration Policy Institute, pp Papademetriou and Hooper 2014, Border Controls Under Challenge: A New Chapter Opens, Migration Policy Institute, pp Barnard and Shoumali, Image of Drowned Syrian, Aylan Kurdi, 3, Brings Migrant Crisis into Focus, New York Times, 9/3/2015. (video + article) Wilder, She Swam to Escape Syria. Now She ll Swim in Rio. New York Times, 8/1/2016. T 10/18 Border Security Feldman, Greg. The Migration Apparatus: Security, Labor, and Policymaking in the European Union. 2011, excerpts. Andersson, R. (2014) Illegality, Inc.: Clandestine Migration and the Business of Bordering Europe (Introduction) R 10/20 Humanitarianism (France) Ticktin, Casualties of Care: Immigration and the Politics of Humanitarianism in France (excerpts) Short Essay 1 due to OAKS by 5pm Monday 10/24 T 10/25 Media Representations Tehranian, From Friendly Foreigner to Enemy Race: Selective Racialization, Covering, and the Negotiation of Middle Eastern American Identity, in Whitewashed, pp R 10/27 Cultural Production & Appropriation Maira, Henna and hip hop: the politics of cultural production and the work of cultural studies, Journal 7

8 T 11/1 Racialization Case Study: Arab Americans & Latino/as of Asian American Studies, 2000: Naber, Ambiguous Insiders: an investigation of Arab American invisibility, Ethnic and Racial Studies, 2000: Rumbaut, Pigments of our Imagination: the racialization of the Hispanic-Latino Category, in How the U.S. Racializes Latinos: White Hegemony and Its Consequences, 2009: (excerpts). Mandel, We Called for Labor, but People Came Instead, in Cosmopolitan Anxieties, 2008: R 11/3 Labor Migration & Gender (Germany) T 11/8 NO CLASS Exercise your right to vote! R 11/10 Case Study: Filipinas in the Netherlands and Italy Parrenas, The Global Economy of Care, Children of Global Migration: Transnational families and gendered woes, 2005: Film (in-class) Chain of Love (2001) T 11/15 Labor Migration & Race Holmes, Fresh Fruit, Broken Bodies, excerpts. (Mexico/US) R 11/17 Undocumented Youth Gonzalez, Lives in Limbo: Undocumented and Coming of Age in America, (excerpts). Abrego, I can t go to college because I don t have papers : Incorporation Patterns of Latino Undocumented Youth, Latino Studies, 2006: Short Essay 2 due to OAKS by 5pm Monday 11/21 T 11/22 Case Study: DACA Film (in-class) R 11/24 NO CLASS Happy Thanksgiving! (Begin Bowen reading) Submit Final Paper proposal to OAKS by 5pm on Monday, 11/28. T 11/29 Islam in France Bowen, Why the French Hate Headscarves (excerpts) R 12/1 Final Paper Workshopping Bring in your draft to present for feedback from the class. T 12/13 Final Paper due to OAKS 8