LATINO MIGRATIONS AND ASYLUM POLITICS MAS 374 (LAS 322) 36125 and 40380 Spring 2016-2017 Dr. Olivia Mena Email oliviamena@austin.utexas.edu Phone (512) 471-2465 Table of Contents Course Description (1-3) Course Requirements (3-8) Policies & Resources (8-12) Course description Course flags Course aims and outcomes Format and procedures How to succeed in this course Required course materials Classroom expectations Course assessments Course grades Course schedule, dates readings & assignments are due Classroom Policies Policy on late work Policy on absences University Policies Q Drop Student accommodations Academic integrity University Resources for Students Safety information Behavior Concerns Advice Line Emergency evacuation COURSE DESCRIPTION This course looks at the contemporary politics, geographies, and practices of Latinx migration and asylum in the United States and it situates the histories of forced migration from Latin America. Students will be introduced to larger theoretical questions around human rights and international standards of social justice and immigration enforcement and think about these in relationship to contemporary contexts and case studies of different Latina/o migrant populations in the United States, focusing primarily on at immigration law, asylum practices, and polices from the 1970s to the present. It will also situate U.S. asylum and migration in the larger context of securitization and border initiatives, detention practices, and deportation. Course Flags Cultural Diversity in the United States This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and 1
richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization. Ethics and Leadership This course carries the Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations. Independent Inquiry This course carries the Independent Inquiry flag. Independent Inquiry courses are designed to engage you in the process of inquiry over the course of a semester, providing you with the opportunity for independent investigation of a question, problem, or project related to your major. You should therefore expect a substantial portion of your grade to come from the independent investigation and presentation of your own work. Course Aims and Learning Outcomes: By course end, students will develop the following skills: 1) develop a critical vocabulary and historiography of key moments and core concepts in migration and refugee studies in the Americas 2) generate original research about contemporary Latinx refugee and migrant communities 3) understand and engage in multidisciplinary study 4) develop critical reading and critical thinking skills. Examinations, writing and research assignments, class attendance, and participation will be the measure of these learning outcomes. Format and Procedures Each week students can expect to attend lectures lead by instructor, which will cover the materials and concepts being studied in the course and include some class discussion and in-class activities. Students will work in groups and present and lead Friday discussion sessions during the term. Throughout the entire semester students will be individually researching and drafting a policy briefing document on a contemporary Latino refugee group case study, which they will submit and do a short oral presentation on. This will be a cumulative project that has stages of submission and will constitute a major portion of the final grade. There will be several research days where students will be working on this project. How to Succeed in this Course Regular class attendance is important. Before you come to any class or discussion session: read the assigned readings, take notes and prepare your reflections and questions about these materials. Complete course assignments and turn them in on time. You can use office hours if you have more questions or need further help with the course. 2
COURSE REQUIREMENTS Required Books for Course Readings: García, María Christina (2006) Seeking Refuge: Central American Migration to Mexico, The United States and Canada. University of California Press. Loyd, Jenna; Mitchelson, Matt; and Burridge, Andrew (2012) Beyond Walls and Cages: Prisons, Borders and Global Crisis. University of Georgia Press. Arendt, Hannah (1968) The Origins of Totalitarianism. Chamayou, Grégorie (2012) Manhunts: A Philosophical History. Princeton University Press. Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press. Additional Recommended Books: Chavez, Leo (2008) The Latino Threat Narrative (2 nd Edition) Stanford University Press. Schoenholtz, Andrew; Schrag, Philip; and Ramji-Nogales, Jaya (Eds.) (2014) Lives in the Balance: Asylum Adjudications by the Department of Homeland Security. NYU Press. There will be other required readings, class materials, supplemental resources, grades, and announcements, which will be posted on the course Canvas site. Also all major course communications will occur via the Canvas e- mail system: https://utexas.instructure.com. Course Assignments Detailed instructions for all assignments and exams will be discussed in class and also available on Canvas. Group Discussion Section (Dates vary) During the second week of class students will sign up in groups of five to lead group discussions one Friday during the semester. The group s in-class 50- minute presentation and facilitation of group discussion should reflect both a deep engagement with the week s readings and texts, and include full participation of all group members in planning, researching, and executing this facilitation. Media Analysis Portfolio (Due Feb. 1, March 1, April 3, and May 1) Beginning the first day of the course you will be required to keep a portfolio of current media developments around migration and asylum news and politics that occur during the semester. Print and read news articles. At the beginning of each month you will be required to submit these in a binder along with a two-page analysis that situates the significance of these developments in the larger context of the readings and study we engage with 3
during the course. The last media analysis paper you submit in May will be a cumulative analysis. Take Home Mid-Term Exam (Due March 6) This take-home mid-term exam will require students to answer eight short answer essay questions and two long essay questions covering all of the course materials up to this date. Policy Briefing Document and Oral Presentation (Due May 10) Throughout the semester students will conduct independent research in stages about a particular contemporary Latino migration context and produce a written 10-page policy briefing, which will constitute the major source of assessment for the course. The final exam will be in the form of a faux policy briefing to the professor, as if you are making a recommendation to a government official. Students will sign up in advance for a five-minute time slot. Each student will come before the panel to present a four-minute presentation and synthesis of their findings and recommendations followed by a one-minute Q&A by the professor. Course Grades Attendance 10% Media Analysis Portfolio 15% Mid-Term Take Home Exam 30% Group Discussion 10% Policy Briefing Document and Presentation 35% A = 94-100 / A- = 90-93 / B+ = 87-89 / B = 84-86 / B- = 80-83 / C+ = 77-79 / C = 74-76 / C- = 70-73 / D+ =67-69 / D = 64-66 / D-= 60-63 / F= 59 and below. Final course grade averages.5 and above will be rounded up. Thus a B- will be inclusive of all scores of 79.5 through 83.4. The University does not recognize the grade of A+. Course Schedule, Dates Readings & Assignments Due Please note that is this schedule and the readings are subject to some additions and changes, especially to respond and to include contemporary media and policy developments around this course. Any changes will be posted in Canvas on the homepage. WEEK 1 Jan 18 Course Introduction Jan 20 4
Moyn, Samuel (2010) The Last Utopia: Human Rights in History. p: 1-43. WEEK 2 HUMAN RIGHTS AND MIGRATION Jan 23 Arendt, Hannah (1968) Chp. 9 The Decline of the Nation-State and the End of the Rights of Man : p. 267-302. Optional: Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 48-59 and 203-214. Jan 25 The Ban Agamben, Giorgio (1995) Homo Sacer: Sovereign Power and Bare Life. Introduction and Chp. 6 The Ban and the Wolf. Optional: Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 36-47. Jan 27 Chamayou, Grégorie Manhunts: A Philosophical History. Chp. 1-3. WEEK 3 U.S. MIGRATION POLICY HISTORICAL OVERVIEW Jan 30 Ong Hing, Bill (2010) Ethical Borders: NAFTA, Globalization, and Mexican Migration. p: 9-62. Feb 1 FIRST MEDIA ANALYSIS PORTFOLIO DUE U.S García, Christina Seeking Refuge: Central American Migration to Mexico, the United States and Canada: p. 13-43. Feb 3 García, Christina Seeking Refuge: Central American Migration to Mexico, the United States and Canada: p. 84-118. Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 60-73. WEEK 4 CONTEMPORARY U.S. MIGRATION AND ASYLUM POLICY Feb 6 Policy Briefing Bibliography Due Huntington, Samuel (2009) The Hispanic Challenge in Foreign Policy. Available from: http://foreignpolicy.com/2009/10/28/the-hispanic-challenge/ Chavez, Leo (2013) The Latino Threat Narrative 2 nd Ed.: p. 23-47 and p. 73-96. Feb 8 Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford 5
Handbook of Refugee and Forced Migration Studies. Oxford University Press p. 651-689. Rodriguez, Nestor and Paredes, Cristian (2014) Coercive Immigration Enforcement and Bureaucratic Ideology in Constructing Immigrant Illegality : p. 63-83. Feb 10 Schoenholtz, Andrew; Schrag, Philip; and Ramji-Nogales, Jaya (Eds.) (2014) Lives in the Balance: Asylum Adjudications by the Department of Homeland Security. NYU Press: p. 7-15, 101-120. https://www.uscis.gov/humanitarian/refugees-asylum http://www.humanrightsfirst.org/sites/default/files/faq-asylum-seekers-and-theexpedited-removal-process.pdf WEEK 5 MANHUNTING AND HUNTING ILLEGALS Feb 13 Chamayou, Grégorie Manhunts: A Philosophical History. Chp 4-6. Feb 15 LEARNING HOW TO DO RESEARCH AT THE LILLAS-BENSON LIBRARY Chamayou, Grégorie Manhunts: A Philosophical History. Chp 7-9. *NOTE Today s class will be held in the LILLAS-Benson Library in room 1.208 on the 2 nd floor. The LILLAS-Benson Library is located at Sid Richardson Hall 1.108 on the first floor. Here is the link to the library map: http://www.lib.utexas.edu/about/librarymap/benson.html. Feb 17 Chamayou, Grégorie Manhunts: A Philosophical History. Chp 10-12. Camayd-Freixas, Erik (2009) Interpreting After the Largest ICE Raid in U.S. History: A Personal Account. In Latino Studies 7: 123-129. WEEK 6 SANCTUARY Feb 20 Martinez, Demetria (1994) Mother Tongue. p: 3-20. Crittenden, Ann (1988) Sanctuary: A Story of American Conscience and Law in Collision: p. 118-137 Feb 22 Freeland, Gregory (2010) Negotiating Place, Space, and Borders: The New Sanctuary Movement in Latino Studies 8:485-508. Feb 24 Discussion Session 1 Villazor, Rose Cuison (2009) Sanctuary Cities and Local Citizenship in Fordham Urban Law Journal 37(2): 573-598. WEEK 7 BIOPOLITICS AND PREVENTATIVE POLICING 6
Feb 27 Mid-term Take Home Exam distributed Romos, David Dorado (2005) Ringside seat to a Revolution: An underground cultural history of El Paso and Juárez, 1893-1923 (excerpt). Lytle-Hernandez, Kelly (2010) Migra! A History of the U.S. Border Patrol: p. 1-14 and 196-234. March 1 SECOND MEDIA ANALYSIS PORTFOLIO DUE http://www.motherjones.com/politics/2014/11/rapid-dna-profilesdatabase-fbi-police March 3 Discussion Session 2 WEEK 8 THE CAMP March 6 Mid-term Take Home Exam Due Paik, Naomi (2016) Rightlessness: Testimony and Redress in U.S. Prison Camps since WW II. North Carolina University Press: 87-150. March 8 Loyd, Jenna; Mitchelson, Matt; and Burridge, Andrew (2012) Beyond Walls and Cages: Prisons, Borders and Global Crisis: p. 1-15, p. 42-53, p. 209-227, and p. 253-265. March 10 Discussion Session 3 Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 241-252. Report of the DHS Advisory Committee on Family Residential Centers Available from:https://www.ice.gov/sites/default/files/documents/report/2016 /ACFRC-sc-16093.pdf WEEK 9 NO CLASSES SPRING BREAK WEEK 10 NECROPOLITICS AND THE WALL March 20 Mbembe, Achille (2003) Necropolitics in Public Culture 15(1): 11 40. Loyd, Jenna; Mitchelson, Matt; and Burridge, Andrew (2012) Beyond Walls and Cages: Prisons, Borders and Global Crisis: p. 57-73. March 22 Brown, Wendy (2010) Walled States, Waning Sovereignty (excerpt from introduction) March 24 Discussion Session 4 7
WEEK 11 PUSHING THE BORDER SOUTH AND BEYOND March 27 García, Christina Seeking Refuge: Central American Migration to Mexico, the United States and Canada: p. 44-83 March 29 Additional News Articles and Readings TBC March 31 Discussion Session 5 WEEK 12 QUEER MIGRATIONS: RACE, SEXUALITY, AND GENDER April 3 THIRD MEDIA ANALYSIS PORTFOLIO DUE Cantú Jr., Lionel (2009) The Sexuality of Migration: Border Crossings and Mexican Immigrant Men: p. 39-73. Loyd, Jenna; Mitchelson, Matt; and Burridge, Andrew (2012) Beyond Walls and Cages: Prisons, Borders and Global Crisis: p. 314-324. April 5 Borges, Sandibel (2015) Not Coming Out, but Building a Home: An Oral Hisotry in Re-conceptualizing a Queer Migrant Home in Dialógo 18(2): 119-130. April 7 Discussion Session 6 http://www.unhcr.org/uk/5829e36f4.pdf * Renya Grande Reading on campus April 6 th at 5 p.m. in CLA 1.302B. WEEK 13 CHILD MIGRANTS April 10 Chavez, Leo (2013) The Latino Threat Narrative 2 nd Ed.: p. 23-47 and p. 73-96. Rosenblum, Marc (2015) Unaccompanied Child Migration to the United States: The Tension between Protection and Prevention by the Migration Policy Institute. April 12 UNHCR Children on the Run http://www.unhcr.org/56fc266f4.html Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 383-394 and 433-446. April 14 Discussion Session 7 http://www.oas.org/en/iachr/reports/pdfs/refugees-migrants-us.pdf https://www.dhs.gov/news/2014/07/10/statement-secretary-homeland-securityjeh-johnson-senate-committee-appropriations WEEK 14 GENDERED VIOLENCE AND MIGRATION 8
April 17 Fiddian-Qasmiyeh, Elena; Loescher, Gil; and Sigona, Nando Eds. (2014) The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press: p. 395-408. April 19 Fregoso, Rosa-Linda; Bejarano, Cynthia; Lagarde, Marcela (2009) Terrorizing Women: Feminicide in the Americas: p. 1-44 and 49-58. https://www.americanimmigrationcouncil.org/research/violence-against-womenact-vawa-provides-protections-immigrant-women-and-victims-crime April 21 Discussion Session 8 Fregoso, Rosa-Linda; Bejarano, Cynthia; Lagarde, Marcela (2009) Terrorizing Women: Feminicide in the Americas: p. 93-115. WEEK 15 RETURNS AND DIASPORA April 24 Additional News Articles and Reading TBC April 26 Research Day April 28 BORDER WALL CONFERENCE (tentative TBC) In lieu of class you will be asked to attend the panel occurring during class time. Location TBC. WEEK 16 RIGHTS BEYOND BORDERS? May 1 FOURTH MEDIA ANALYSIS PORTFOLIO DUE May 3 Research Day May 5 Final Remarks FINAL EXAM: Final Presentations will be made on Wednesday, May 10 th 9 a.m. to 1 p.m., Location TBD. Students will sign up for a 5 minute time slot during that time period and are required to arrive 5-10 minutes before their assigned presentation time. A hard printed copy of their final policy recommendation document will be submitted at the time of the oral presentation. Further detailed instructions will be discussed in class and provided via Canvas. POLICIES & RESOURCES Classroom Policies Come prepared to class having done the course readings and ready to speak about them with the class and the discussion section. Please put your cell phone on silent or turn it off. Please refrain from all texting, facebooking, social media, and surfing, and limit your web use to taking notes or looking up materials that are 9
relevant to course instruction and discussion. If you engage behavior with your technology that is disruptive to the classroom learning environment, I will ask you to leave the classroom and count you as absent. Policy on late work For each day your assignment is late, your assessment will drop a half a letter grade (So if you get a B on your assignment, it will be lowered to a B- for a one-day late submission or C for a two-day late submission). If you have an unforeseen emergency situation (i.e. a death in the family or a sudden hospitalization) it is up to you to contact me by e-mail to request an extension at the first instance, preferably before the due date. Policy on absences Attendance and active participation is essential to your success in this course. Out of respect for your classmates and instructors, please be on time. Attendance will always be taken at the beginning of class. You may have up to four absences (excused or unexcused), however, if you miss more than four classes your final total score will drop a half-letter grade. There are no make-up exams or group work, so it is crucial that you attend class on days that you are required to present or turn in work. University Policies Religious Holy Days By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, I will give you an opportunity to complete the missed work within a reasonable time after the absence. Q Drop Policy If you want to drop a class after the 12th class day, you ll need to execute a Q drop before the Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop Student Accommodations Students with a documented disability may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 512-471-6259 (voice) or 1-866-329-3986 (video phone). http://ddce.utexas.edu/disability/about/ Please request a meeting as soon as possible to discuss any accommodations Please notify me as soon as possible if the material being presented in class is not accessible Please notify me if any of the physical space is difficult for you 10
Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity. This means that work you produce on assignments, tests and exams is all your own work, unless it is assigned as group work. I will make it clear for each test, exam or assignment whether collaboration is encouraged or not. Always cite your sources. If you use words or ideas that are not your own (or that you have used in previous class), you must make that clear otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT s Academic Honesty Policy which can be found at the following web address: http://deanofstudents.utexas.edu/sjs/acint_student.php University Resources for Students The university has numerous resources for students to provide assistance and support for your learning, use these to help you succeed in your classes. The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332). The University Writing Center The University Writing Center offers free, individualized, expert help with writing for any UT student, by appointment or on a drop-in basis. Consultants help students develop strategies to improve their writing. The assistance we provide is intended to foster students resourcefulness and self-reliance. http://uwc.utexas.edu/ Counseling and Mental Health Center The Counseling and Mental Health Center (CMHC) provides counseling, psychiatric, consultation, and prevention services that facilitate students' academic and life goals and enhance their personal growth and well-being. http://cmhc.utexas.edu/ Student Emergency Services http://deanofstudents.utexas.edu/emergency/ ITS Need help with technology? http://www.utexas.edu/its/ 11
Libraries Need help searching for information? http://www.lib.utexas.edu/ Canvas Canvas help is available 24/7 at https://utexas.instructure.com/courses/633028/pages/student-tutorials Important Safety Information BCAL If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn t feel right it probably isn t. Trust your instincts and share your concerns. Evacuation Information The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when an alarm or alert is activated. Alarm activation or announcement requires exiting and assembling outside, unless told otherwise by an official representative. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency 12