CARLETON UNIVERSITY DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY SOCIOLOGY 3210A FALL 2011 MIGRATION AND DIASPORA STUDIES

CARLETON UNIVERSITY DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY SOCIOLOGY 3210A FALL 2011 MIGRATION AND DIASPORA STUDIES Instructor: Professor Daiva Stasiulis Office: D789 Loeb Office Hours: Mondays, 1:30 2:30 p.m.; Wednesdays, 10:00-11:30 a.m. or by appointment Note: emails will normally be answered within 48 hours of receipt by the Instructor. Email: dstasiulis@yahoo.ca Phone Number: 613 520-2600, ext. 1098 Course meets: Wednesdays, 11:35 2:25, A715 Loeb Pre-requisites & precluded Courses: SOCI 1001 and SOCI 1002 or SOCI 1003 or ANTH 1001 and ANTH 1002 or ANTH 1003 and third year standing Course Description and Objectives If only about three per cent of the world s population are migrants, why is global migration regarded as a major issue in so many countries? International migration changes the migrants themselves, and the communities and countries to and from which they migrate. Canada has one of the highest rates of immigration globally and migration has thus had a huge impact on nation building and the shaping of Canada s cultural, social, economic and political landscapes. While this course draws from the field of international migration studies, its focus is on Canadian immigration policy, migration patterns to (and from) Canada; the links of Canadian immigration to transnational forces and ties; immigrant integration and economic status of immigrants, refugees and migrants; the growing phenomenon of temporary and circular migration; and diasporic and transnational communities and identities. Students will be introduced to sociological and interdisciplinary theoretical tools useful for comprehending the forces and social relations that facilitate particular types of migration, contribute to vulnerabilities of those peoples compelled to leave their homes by violence, poverty and disaster, and contribute to the creation of new diasporic communities, hybrid identities and transnational ties. Format: Lecture, class discussion, individual and group research, group presentation Learning Outcomes: 1. Students are expected to develop both a general knowledge of global migration and a specific knowledge about contemporary immigration patterns to Canada; Canadian immigration policy; integration, settlement and economic status outcomes; the vulnerabilities faced by migrants and refugees; the racialization and gendering of migration and settlement processes; the growth of irregular, 1

2 temporary and circular migration; and the transnational ties and identities resulting from immigration. 2. The course is based on an interactive learning model. Thus students will gain experience in: seminar discussions based on selected topics and readings; essaywriting; discussions of current events; group research and presentations; collective analyses of immigration policies and design in good immigration policy. 3. Students are expected to develop an ability to identify and analyse issues, problems and policies connected with global migration matters from a critical, sociological analytical perspective. Reading (s)/textbook (s): There is only one required textbook for the course that has been ordered through Octopus Books (116 Third Ave., near Bank St; 613-233-2589). Alan Simmons, Immigration and Canada: Global and Transnational Perspectives, Canadian Scholars Press Inc., Toronto, 2010. Other required readings and suggested readings will be available primarily through the internet and some can be accessed through the Carleton Library s e-journals and journal articles. There are a few readings that are in books on reserve (R) available at the Library s circulation desk. Course Requirements & Methods of Evaluation: In accordance with the Carleton University Undergraduate Calendar (p 39), the letter grades assigned in this course will have the following percentage equivalents: A+ = 90-100 B+ = 77-79 C+ = 67-69 D+ = 57-59 A = 85-89 B = 73-76 C = 63-66 D = 53-56 A - = 80-84 B - = 70-72 C - = 60-62 D - = 50-52 F = Below 50 WDN = Withdrawn from the course ABS = Student absent from final exam DEF = Deferred (See above) FND = (Failed, no Deferred) = Student could not pass the course even with 100% on final exam Course Grading Scheme and Student Responsibilities DOING THE READINGS AND PREPARING FOR DISCUSSION It is essential that you do the reading prior to attending the class. The amount of reading is generally small enough that you should have time to carefully read and take notes on these readings before the class. Doing the readings does not mean mechanically going

3 through the articles. Reading is an active and interactive process between the reader and the text. It is also a reflective process. To truly understand a reading it is often necessary to read it and think about it, possibly re-read it, discuss it with others. Attempt to engage yourself with the ideas of the text. If something is unclear or confusing, please raise questions regarding the reading during class. GRADING SCHEME 1. 3 Short essays: two @ 20% each one @ 15% 55% 2. Group presentation 15% 3. Group paper 20% 4. Participation in class discussions 10% 15% - Short Essay # 1 (Due in class: October 5). In a short paper (4-5 double-spaced, 12 font pages with 1 in. margins), reflect on the forms of movement and mobility that you and your family or your ancestors have experienced. Please be as specific as you can be. What kinds of migrations have you and/or your family or ancestors? Are you aware where your ancestors or family (on your Mother s side, on your Father s side) originated and what kinds of migrations you, your family or ancestors have undertaken? Why did these migrations occur? Can you relate these migrations to historically specific Canadian immigration policies? What kinds of borders did you and/or your family/ancestors cross? What difference did such move(s) make for you or your family (e.g. consider changes in your identity, life choices and lifestyle, patterns of work and non-work life, desires). Also reflect upon why you did not move at certain times (or perhaps ever). Please note: It is not necessary to answer all of these questions in this short essay. They are suggestive, rather than mandatory. No references or footnotes required. 20% - Short Essay #2 (Due in class: October 26). In a short paper (5-7 double-spaced, 12 font pages with 1 in. margins), based largely on Ch.7 of the Simmons book, but with supplementary reading and references), you are to write a paper answering or engaging with the following question: Why are recent economic immigrants, selected for their skills and education, faring more poorly in their earnings and other economic measures than similar immigrants in the past and current family class immigrants? Suggested Readings: Jeffrey G. Reitz, Immigrant Employment Success in Canada, Part I, Individual and Contextual Causes, Journal of International Migration & Integration (2007) 8:11-36. (online journal article look for Journal of International Migration and Integration ) Jeffrey G. Reitz, Immigrant Employment Success in Canada, Part II, Understanding the Decline, Int. Migration & Integration (2007) 8:37

4 62. Available at: http://www.utoronto.ca/ethnicstudies/reitz_jimi_2.pdf Please note that it is expected that you will look up other sources to write this essay. 20% - Short Essay #3 - Designing a Good Immigration Policy for Canada, Part I (Due in class: November 9): In a 5-6 page (double-spaced) essay, discuss your vision of a good immigration policy that you feel Canada should adopt. Some of the questions you might engage with in this essay are the following: What are the objectives, underlying principles and ethics of such a policy? How does the policy advance these objectives? Whose interests are served by this policy? Is the policy attempting to balance contending interests and objectives and if so, what are they? What are the key components/streams of such a policy? How do we go about designing such policies? Is this policy intended to serve the nation or is it oriented to some transnational reality or issue? This paper should include proper references and bibliography (the style is less important just aim for consistency and complete publishing details). 15% - Group Presentation Designing a Good Immigration Policy for Canada, Part II (to take place November 30). Depending on the size of the class you will prepare and present a group presentation on the immigration policy you have designed collectively (in groups of 3-5 people). You can present your policy to the class in any way you wish e.g. using any visuals you desire. All members of your group should, however, be involved in this oral presentation. The entire presentation should take between 30 and 40 minutes (to be confirmed). Note: that all members of the group will be assigned the same grade for the presentation. 15% - Group paper - Designing a Good Immigration Policy for Canada, Part II (Due in class November 30) Note: that while this paper should address the points raised in the group s presentation, it should be written in the style of a policy or research paper. In other words, the expectation is that it would clearly and in greater depth argue the points raised in the presentation e.g. the interests to be served by the policy, the ethical principles underlying it; the various components of the policy, the expected outcomes, etc. The paper should have an Introduction, several sections with subheadings, and a Conclusion. The entire paper is to be between 15 and 20 (doublespaced, 12 font) pages in length plus bibliography. Note: that all members of the group will be assigned the same grade for the group paper. 10% - Participation in Class Discussions. Students will have ample time to participate in class discussions throughout the course. Question are encouraged and good questions are often as important as good respones. This grade reflects not merely the frequency of participation, but also its quality. Frequent absence will impact on this grade.

5 LATE WORK POLICY: Work should be turned in on time. I do not wish to adjudicate between legitimate and illegitimate excuses for late work. To that end, each student will have a bank of two days worth of paper extensions that can be used throughout the term, for any purpose. It is highly recommended that you save for sickness and emergencies! If the bank is exhausted, late papers will be graded down one-half letter grade (i.e., an A becomes an A- ) for every day late (including weekends, which will count for two days). Any requests for further extensions will require a formal certificate from the campus health centre and the campus guidelines will be followed to the letter. Please retain a hard copy of each assignment you submit. Graded assignments will be handed back within two weeks of submission. Academic Regulations, Accommodations, Plagiarism, Etc. (Please Note: The following information is not written by the Instructor and is mandated by the University): University rules regarding registration, withdrawal, appealing marks, and most anything else you might need to know can be found on the university s website, here: http://www.carleton.ca/calendars/ugrad/current/regulations/acadregsuniv.html Requests for Academic Accommodations For Students with Disabilities: Students with disabilities needing academic accommodations are required to contact a coordinator at the Paul Menton Centre to complete the necessary letters of accommodation. The student must then make an appointment to discuss their needs with the instructor at least two weeks prior to the first class or ITV test. This is to ensure sufficient time is available to make the necessary accommodation arrangements. - The deadlines for contacting the Paul Menton Centre regarding accommodation for final exams for the December 2011 exam period is November 11, 2011. For Religious Obligations: Students requesting academic accommodation on the basis of religious obligation should make a formal, written request to their instructors for alternate dates and/or means of satisfying academic requirements. Such requests should be made during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist, but no later than two weeks before the compulsory event. Accommodation is to be worked out directly and on an individual basis between the student and the instructor(s) involved. Instructors will make accommodations in a way that avoids academic disadvantage to the student. Students or instructors who have questions or want to confirm accommodation eligibility of a religious event or practice may refer to the Equity Services website for a list of holy days and Carleton's Academic Accommodation policies, or may contact an Equity Services Advisor in the Equity Services Department for assistance.

6 For Pregnancy: Pregnant students requiring academic accommodations are encouraged to contact an Equity Advisor in Equity Services to complete a letter of accommodation. The student must then make an appointment to discuss her needs with the instructor at least two weeks prior to the first academic event in which it is anticipated the accommodation will be required. Plagiarism Plagiarism is the passing off of someone else's work as your own and is a serious academic offence. For the details of what constitutes plagiarism, the potential penalties and the procedures refer to the section on Instructional Offences in the Undergraduate Calendar. What are the Penalties for Plagiarism? A student found to have plagiarized an assignment may be subject to one of several penalties including: expulsion; suspension from all studies at Carleton; suspension from full-time studies; and/or a reprimand; a refusal of permission to continue or to register in a specific degree program; academic probation; award of an FNS, Fail, or an ABS. What are the Procedures? All allegations of plagiarism are reported to the faculty of Dean of FASS and Management. Documentation is prepared by instructors and/or departmental chairs. The Dean writes to the student and the University Ombudsperson about the alleged plagiarism. The Dean reviews the allegation. If it is not resolved at this level then it is referred to a tribunal appointed by the Senate. Plagiarism and cheating at the graduate level are viewed as being particularly serious and the sanctions imposed are accordingly severe. Students are expected to familiarize themselves with and follow the Carleton University Student Academic Integrity Policy (See http://www2.carleton.ca/sasc/advisingcentre/academic-integrity/). The Policy is strictly enforced and is binding on all students. Plagiarism and cheating presenting another s ideas, arguments, words or images as your own, using unauthorized material, misrepresentation, fabricating or misrepresenting research data, unauthorized co-operation or collaboration or completing work for another student weaken the quality of the graduate degree. Academic dishonesty in any form will not be tolerated. Students who infringe the Policy may be subject to one of several penalties including: expulsion; suspension from all studies at Carleton; suspension from full-time studies; a refusal of permission to continue or to register in a specific degree program; academic probation; or a grade of Failure in the course. Assistance for Students: Student Academic Success Centre (SASC): www.carleton.ca/sasc Writing Tutorial Services: www.carleton.ca/wts

7 Peer Assisted Study Sessions (PASS): www.carleton.ca/sasc/peer-assisted-study-sessions Important Information: - Students must always retain a hard copy of all work that is submitted. - All final grades are subject to the Dean s approval. - Please note that you will be able to link your CONNECT (MyCarleton) account to other non-connect accounts and receive emails from us. However, for us to respond to your emails, we need to see your full name, CU ID, and the email must be written from your valid CONNECT address. Therefore, it would be easier to respond to your inquiries if you would send all email from your connect account. If you do not have or have yet to activate this account, you may wish to do so by visiting https://portal.carleton.ca/ Statement on Academic Freedom: (Note: The following statement is written by the Instructor.) Students enrolling in this course are cautioned that studying the literature on issues of immigration and minorities may expose them to unfamiliar and sometimes provocative or troubling attitudes, images, language and values. All participants in the course must be willing to examine the relevant texts, must make a sincere effort to understand the presuppositions of others and be willing to discuss, verbally and in writing, the objects of study. By enrolling in this course, students accept a commitment to academic freedom for all participants, themselves, and the instructor and to the principle of respectful dissent. Weekly Topics and Readings September 14 - Introduction General introduction to course, themes, readings, assignments What is the significance of global migration? Of migration for Canada? What is immigration policy? Objectives of the Canadian Immigration and Refugee Protection Act available at: http://laws-lois.justice.gc.ca/eng/acts/i-2.5/page-1.html#h-3 (Handout) September 21 - Theories of Migration Simmons, Ch. 1, Introduction and Ch. 2, Theoretical Issues, pp. 1-46. Castles, Stephen and Mark J. Miller, Theories of Migration, Ch. 2 in The Age of Migration: International Population Movements in the Modern World, Fourth Edition, New York: The Guilford Press, pp. 20-49 (R) Discussion Questions:

8 What are the limitations of push and pull theories of migration? Of neoclassical theories of migration? What does Simmons, and Castles and Miller, mean by a transnational migration systems approach? What are its components? How is this approach an improvement on prior theoretical approaches to immigration? What are its limitations? Do you find this approach to be useful or powerful in accounting for migration patterns? September 28 - Immigration and Nation-Building Simmons, Ch. 3, Immigration and Nation-Building, pp. 47-85. Daiva Stasiulis and Radha Jhappan, The Fractious Politics of a Settler Society, in D. Stasiulis and N Yuval-Davis, eds. Unsettling Settler Societies: Articulations of Gender, Race, Ethnicity and Class, London: Sage, 1995, pp. 95-131 (R) Discussion Questions: What role did Canada s status as a white settler society play in shaping its early immigration policies? What are some distinctive patterns in a) migration patterns to (and from) Canada; and b) Canadian immigration policies? Whose interests have been best served by particular Canadian immigration policies or particular components of immigration policies? How does your family s history fit into the history of Canada s immigration policies and Canada s history as a white settler colony? Note: the written assignment for this week is due October 5 th October 5 Contemporary Canadian Immigration Policy; security concerns Simmons, Ch.4, From the End of White Canada to Designer Immigrants, 63-85. Janet Dench, Canadian immigration: changing priorities, Canadian Council for Refugees, April 2011, available at: http://ccrweb.ca/en/canadian-immigration-changing-priorities Castles, Stephen and Mark J. Miller, Migration and Security, Ch. 9 in The Age of Migration: International Population Movements in the Modern World, Fourth Edition, New York: The Guilford Press, pp. 207-220 (R) Discussion Questions: Until the 1960s, Canada had a White Canada immigration policy. Discuss.

9 What did liberalization of Canadian immigration policy in 1962 and 1967 immigration reforms mean? Did these changes end racial preferences in Canadian immigration policy? How might racial/ethnic preferences still exist? What other types of discrimination exist in immigration selection processes? Are these forms of discrimination justifiable? How do we understand the nexus between global migration and security? What types of migration and migrants are perceived to be threats and to whose security? NOTE: A 1 HR. LIBRARY RESARCH SESSION HAS BEEN SCHEDULED FOR OCT. 5, 1:30 2:25 in Rm. 235 of the Library. Librarians: Janet Hempstead and Frances Montgomery *****************Short Essay #1 Due In Class******************** October 12 Contemporary Selection Policies Who Gets In? Simmons, Ch.5, Who Gets In? and Ch. 6, National and Ethnic Origins, pp.87-137. Film Who Gets In? (NFB, 1989) 53 minutes Discussion Questions: How do the Canadian state s preferences for economic and business immigrants intersect with the racial/ethnic biases that historically guided Canadian immigration selection? How does the film portray the treatment by immigration officials of business immigrants vs. working class immigrants, respectively? October 19: Economic/skilled immigrants Understanding their Economic Decline Simmons, Ch.7, Jobs and earnings, pp. 139-167. Suggested Readings: Jeffrey G. Reitz, Immigrant Employment Success in Canada, Part I, Individual and Contextual Causes, Journal of International Migration & Integration (2007) 8:11-36. (online journal article look for Journal of International Migration and Integration ) Jeffrey G. Reitz, Immigrant Employment Success in Canada, Part II, Understanding the Decline, Int. Migration & Integration (2007) 8:37 62. Available at: http://www.utoronto.ca/ethnicstudies/reitz_jimi_2.pdf Discussion Questions: Why are more recent immigrants experiencing a larger wage gap in comparison with Canadian-born workers than in the past? Why are economic class immigrants now faring worse in the labour market than in the past and worse than family class immigrants?

10 Note: the written assignment for this week is due October26. October 26 Temporary Migration Policies and Patterns Simmons, Ch.10, Immigrants, Migrant Workers, and Babies, pp.223-251. Daiva Stasiulis, Revisiting the permanent-temporary labour migration dichotomy in C. Gabriel and H. Pellerin, eds. Governing International Labour Migration: Current issues, challenges and dilemmas, London: Routledge, pp. 95-111 (R) Harsha Wallia, Transient servitude: migrant labor in Canada and apartheid of citizenship, Race & Class, Vol. 52(1): 71-84. Available at: Library s online journals Scholar s Portal. Suggested Readings: David Fairey et al. Cultivating Farmworker Rights: Ending the Exploitation of Immigrant and Migrant Farm Workers in BC, Canadian Centre for Policy Alternatives, BC Office, 2008. Available at: http://www.policyalternatives.ca/documents/bc_office_pubs/bc_2008/bc_farmworkers_ full.pdf Film: El contrato (Mexican migrant seasonal agricultural workers in Ontario ) 52 min. *****************Short Essay #2 Due In Class******************** November 2 Designing Good Immigration Policy; Migrant Activism and a No Borders Policy Simmons, Ch.11, Policy Options: Where Are We Headed? Pp. 253-272 Craig S. Fortier, Decolonizing Borders: No One is Illegal movements in Canada and the negotiation of counter-national and anti-colonial struggles within the nation-state. Available at: http://www.yorku.ca/raps1/events/pdf/craig_fortier.pdf Suggested reading:

11 Basok, Tanya (2009). Counter-hegemonic Human Rights Discourses and Migrant Rights Activism in the United States and Canada. International Journal of Comparative Sociology Vol 50. This class will be dedicated to a discussion of good immigration policy. What are the objectives and underlying principles of such a policy? Whose interests are served this policy? Is the policy attempting to balance contending interests and objectives and if so, what are they? What are the key components of such a policy? How do we go about designing such policies? Is this policy intended to nation build or is it oriented to some transnational reality or issue? What are the ethics and politics of a No Borders position? http://www.yorku.ca/raps1/events/pdf/craig_fortier.pdf This discussion will form the basis of individual papers (See Short Essay #3) and also is preparation for a group research project and a group presentation on designing a good immigration policy (Part II) to be presented on November 30. Note Short Essay #3 (Designing Good Immigration Policy, Part I) is due on November 9. November 9 Migration and Transnationalism Simmons, Ch.8, Being and Belonging in a Transnational World, pp.169-193. Discussion Questions To what extent are current immigrants transnationals in their life patterns? What is meant by multiculturalism and what is the relationship between transnationalism and multiculturalism? Is it important that Canadian immigrants become Canadian citizens for their successful integration? Note: The second half of this course will be devoted to the group research project on Designing Good Immigration Policy, Part II. *****************Short Essay #3 Due In Class******************** November 16 Transnational Identities, Diasporas Simmons, Ch.9, Identity Politics, pp. 195-221.

12 How do identities change as a result of immigration? To what extent are immigrants and Canadians identities more broadly becoming hybrid as a result of processes such as transnational patterns of mobility and living, ease of travel and other aspects of globalization? How does this process play out inter-generationally? Is it important that immigrants adopt a form of Canadian identity? What are the implications of attachment to their homelands? Do hybrid identities lead to split loyalties to Canada and homeland? What is meant by selective acculturation? Is Canadian an ethnocultural identity? What does Simmons mean by the statement on p. 214: One can view interethnic relations in Canada as either a glass half-empty or a glass half-full? November 23 Designing a Good Immigration Policy, Part II This class is dedicated to group work. November 30 Designing a Good Immigration Policy Group presentations. *********Note: Group papers are due November 30 th in class*********