CIEE Global Institute - Santiago de Chile Course name: Migration and Mobility in a Global World Course number: (GI) POLI 3006 STCH Programs offering course: Open Campus Open Campus Track: International Relations and Political Science Language of instruction: English U.S. semester credits: 3 Contact hours: 45 Term: Fall 2018 Course Description Subjects of migration vary in different geographies and time scales. Migration is sometimes explored as the movement of people (together with knowledge, goods, capital and networks) across borders. The course will provide a detailed review of Latin American migration since the late 20 th century and looking forward to the next half decade where we can expect ever greater movement (both voluntary and forced). The course is arranged thematically, rather than temporally. By looking at various subjects of Latin American migration through empirical case studies, it will build up an interactive discussion: what are the definitions of migration? What are the features and patterns of migration in Latin America? What is the role of states in defining and managing migration? Does it complement, compete with, subvert and/or foreshadow ethnic, national, religious, class and gender identities? What are the most vulnerable migrant groups? How do practices of migration cohabit with the state? What are the references in migration studies to concepts such as multiculturalism, toleration, diversity, collective rights, alienation and difference? 1
Learning Objectives By the end of this course, students will be able to: Assess and evaluate the importance of migration issues in a globalized world and against a background of labor markets, conflicts and disasters, and how these circumstances affect migration ebbs and flows. Contextualize and analyze migration within specific regions, as well as governance of migration issues in the region with particular emphasis on the host countries. Articulate the political and economic contexts of migration while keeping in mind historical ruptures and continuities. Interpret migration from interdisciplinary perspectives that include Environmental Studies, Economics, Political Science and International Relations. Course Prerequisites Students should have completed a 2000-level or higher course in International Relations, Political Science, Social Sciences, Law, or Latin American Studies. 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 (seminar format). 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? 2
There will be 2 film-exhibit throughout the course Assessment and Final Grade Students will be assessed according to the following criteria: 1. Oral Presentation 20% 2. Midterm exam 15% 3. Final exam 25% 4. Reaction Papers (2) 20% 5. Class Participation 20% 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. Students will need to give a concise and well-structured answer to two questions that the instructor will provide on the night after the class. Bibliographic references are to be included. Final Exam The final exam will consist of the readings, lectures and class discussions of the second half of the course. Students will need to give a concise and well-structured answer to two questions that the instructor will provide on the night after the class. Bibliographic references are to be included. Reaction Papers There will be 2 reactions papers in this course, which are related to the film screenings. You will be asked to write at least 800 words for each film, considering the readings and class discussions with well-structured sentences. The paper should use Chicago citation style in referencing sources. 3
Oral Presentation Additionally, students are required to give an oral presentation related to the readings of that particular session. Each oral presentation will last between 10-15, using some media support (PPT, Prezi, Video, etc) 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. 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? 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. 4
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 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 5
More than 20% 3 content classes, or 5 language classes Automatic course failure, and possible expulsion 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 Introduction and Latin American Migration in the Global World This opening lecture will describe how migration in contemporary society has turned global, insofar that all countries are affected by it. The professor will introduce some key concepts in order to better understand determinants of contemporary migration. The link between migration and development will be also discussed, explaining the consequences to origin and host countries. Students are not expected to do today s reading, but they will receive it beforehand. Castles & Miller 2009. The age of migration. Fourth Edition. UK Chapter 3. Chapter 7. Pages 170-180 Massey, D. Arango, J. Graeme, Kouaouci, A. Pellegrino, A., Taylor, E. (1993). Theories of international migration. A review and appraisal, Population and Development Review, Vol. 19 (3): 431-466. 6
Class 2:1 Immigration from a Historical Perspective This session will present the main migration trends in the region, presenting immigrants and emigrants of Latin America from a historical perspective. Although the region has been characterized by a negative migratory balance, current patterns show that Latin American emigrants are moving within the region. Among extra regional emigration flows, the focus will be on Mexicans to the US and Ecuadorians and Colombians to Spain. Intra-regional migration flows to be depicted will be migrants moving across the North Triangle (Honduras, El Salvador and Guatemala) trying to reach the US; Nicaraguans in Costa Rica; Peruvians, Colombians and Haitians in Chile; and Bolivians, Paraguayans and Peruvians in Argentina. Moreover, European and African flows have also gained importance among immigration to Latin America. Evaluation: Oral Presentation International Labour Organization (ILO) Economic Commission for Latin America and the Caribbean (ECLAC). Employment Situation in Latin America and the Caribbean. Labour Immigration in Latin America. Publication of the United Nations. Santiago, Chile. 2017. Canales, A. Latin America in the recent wave of international migration. In: The Oxford Handbook of Latin American Economics, Chapter: 20, Publisher: Oxford University, Editors: José Antonio Ocampo and Jaime Ros. 2011. Martínez, J. Villa, M. (2005). International Migration in Latin America and the Caribbean: a summary of views of trends and patterns Week 2 Class 3:2 Refugees from the North Triangle in Central America 7
Unaccompanied minors migrating from Latin America to North America have become an issue of global concern. In this session, the characteristics of these children, as well as their situation in the US and Mexico will be depicted. Moreover, some of the policies and social programs deployed by destination and origin countries to target this situation will be discussed. Evaluation: Oral Presentation Dominguez, R. Rietig, V. Migrants deported from the United States and Mexico to the Northern Triangle. 2015. Musalo, K,. Ceriani, P. Childhood and Migration in Central and North America: Causes, Policies, Practices and Challenges. Center for Gender & Refugee Studies. Universidad Nacional de Lanus. 2015. Introduction and Chapter 1. Class 4:2 Representation (film screening and discussion) Students will watch the Film La Salada in class. Director: Juan Martín Hsu The film will facilitate the discussion around the subject of cultural diversity related to immigration in Argentina. Moreover, the selected bibliography reflects on the impact and strategies adopted by countries to manage increased ethnic diversity associated with immigration. Evaluation: Reaction Paper (due date 11.29pm of the following day) Oral Presentation Sam, D., Berry, J. (2010) Acculturation: When Individuals and Groups of Different Cultural Backgrounds Meet. Perspectives on Psychological Science 2010 5: 472 8
Putnam, R. (2007). E Pluribus Unum : Diversity and Community in the Twenty-first Century The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, Vol. 30 No. 2, 2007 Week 3 Class 5:3 Migrant Domestic Workers Latin America a) Midterm exam (1 hour) b) Class: Domestic work is increasingly being carried out by migrant women globally and in Latin America. This session describes the features of domestic work and its link with migration in the region. In Latin America, female migrants occupied in domestic work represent a great share from the total of female migrant workers. Evaluation: Oral Presentation International Labour Organization (ILO). Migrant Domestic Workers Across the World: global and regional estimates. 2015. Centro de Documentación y Estudios (CDE). Panorama regional sobre trabajadoras domésticas migrantes en América Latina. 2016. Class 6:3 Law, Citizens and Immigrants In this session, the debate on immigrants rights will be presented, by drawing on the different policy approaches in which host countries deal with the relationship between citizenship and migration. The idea of stratification of migrants rights according to different residence and legal status will 9
be discussed. In particular, European and Latin American countries approaches will be contrasted. Bloemrad, I. Kortweg, A. Yurdakul, G. (2008). Citizenship and Immigration: Multiculturalism, Assimilation, and Challenges to the Nation-State. Annu. Rev. Sociol. 2008. 34:153 79 Acosta, D. Feline, L. (2015) Turning the Immigration Policy Paradox Upside Down? Populist Liberalism and Discursive Gaps in South America Thayer, L. Stang, F. (2016). Precarious legal status and conditionality in the acces to rights. An approach to migratory regulations from Argentina and Canada. Si Somos Americanos. Revista de Estudios Transfronterizos. [In Spanish] Week 4 Class 7:4 Human trafficking Human trafficking as a source for sexual exploitation and forced labor is a major issue in Latin America. Although the region has made important efforts in order to protect its populations from human trafficking by facilitating regular channels or implementing national strategies to combat it, there are still major challenges especially among migrants. Evaluation: Oral Presentation Congressional Research Service (CRS). Trafficking in Persons in Latin America and the Caribbean. 2005. 10
United Nations Office on Drugs and Crime (UNODC). Transnational Organized Crime in Central America and the Caribbean. 2012. Pages 65-80 Class 8:4 Class, Race and immigrants incorporation (excursion to local NGO working with migrants) Spatial and labour market segregation of immigrants is a pattern that tends to emerge in the absence of active incorporation and integration policies. This session will deepen the understanding in relation to the policy challenges to tackle segregation. In this sense, the case of Chile will be taken, as it is a country which is facing important challenges in terms of incorporating new migration flows. Evaluation: Oral Presentation Thayer, L. Duran, C. Gobierno local y migrantes frente a frente: nudos críticos y políticas para el reconocimiento (2015) [Local Government and Migrants Face to Face: Critical Nodes and Policies for Recognition]. Revista del CLAD Reforma y Democracia, núm. 63, septiembre-diciembre, 2015, pp. 127-162 [In Spanish] Stefoni, C., Leiva, S., Bonhomme, M. (2017) Migración internacional e inserción laboral. El caso de la industria de la construcción en Chile [International migration and labour incorporation. The case of the construction sector in Chile]. REMHU, Rev. Interdiscip. Mobil. Hum., Brasília, v. 25, n. 49, apr. 2017, p. 95-112 [In Spanish] Week 5 Class 9:5 Borders, Metaphors and Social Movements (film screening and discussion) 11
This session explores experiences and risks faced by migrants crossing internal and external borders Latin America. Initiatives carried out by civil society organizations helping migrants will be also analyzed. Film: La Bestia (available on Netflix) Shortfilm: Aktivismens tid, episode Love, first part. (https://urskola.se/produkter/184723-aktivismens-tid- Karleken). [To be translated from Spanish and Swedish]. Evaluation: Reaction Paper (due date 11.29pm of the following day) Oral Presentation Canales, A. Rivera, F. Vidas vulnerables. Migración, derechos humanos y políticas públicas en cinco zonas fronterizas de América. 2013. Pages: 5-34. Chapter four (129-160) Class 10:5 Culture, religion and transnational spaces In this session, the subjects of transnational space, religion and cultural practices of migrants are explored. Two examples for the Chilean case are described, namely: the transnational downtown in Santiago; and the religious practices of Haitians. Evaluation: Oral Presentation Aguire, T. Migración y religión. La conformación de una comunidad haitiana católica en Santiago de Chile [The creation of a catholic Haitian community in Santiago de Chile]. En: Migración haitiana hacia el sur andino [Haitian migration to the andean south]. 2017. [In Spanish] 12
Stefoni, C. (2013). Formación de un enclave transnacional en la ciudad de Santiago de Chile. Migraciones internacionales [Formation of a Transnational Enclave in the City of Santiago, Chile], vol 7, Núm. Especial 1, 2013. [In Spanish] Week 6 Class 11:6 Concluding Remarks a) This class will revisit all the contents seen in this class. Mainly, two ideas will be emphasized, namely: Latin America in the age of migration and migration policies challenges. Students then will take their final exam Evaluation: Oral Presentation b) Final Exam (1 hour) Bibliography: Acosta, D. Feline, L. (2015) Turning the Immigration Policy Paradox Upside Down? Populist Liberalism and Discursive Gaps in South America Aguire, T. Migración y religión. La conformación de una comunidad haitiana católica en Santiago de Chile [The creation of a catholic Haitian community in Santiago de Chile]. En: Migración haitiana hacia el sur andino [Haitian migration to the andean south]. 2017. [In Spanish] 13
Bloemrad, I. Kortweg, A. Yurdakul, G. (2008). Citizenship and Immigration: Multiculturalism, Assimilation, and Challenges to the Nation-State. Annu. Rev. Sociol. 2008. 34:153 79 Canales, A. Latin America in the recent wave of international migration. In: The Oxford Handbook of Latin American Economics, Chapter: 20, Publisher: Oxford University, Editors: José Antonio Ocampo and Jaime Ros. 2011. Canales, A. Rivera, F. Vidas vulnerables. Migración, derechos humanos y políticas públicas en cinco zonas fronterizas de América. 2013. Castles & Miller 2009. The age of migration. Fourth Edition. UK Centro de Documentación y Estudios (CDE). Panorama regional sobre trabajadoras domésticas migrantes en América Latina. 2016. Congressional Research Service (CRS). Trafficking in Persons in Latin America and the Caribbean. 2005. Dominguez, R. Rietig, V. Migrants deported from the United States and Mexico to the Northern Triangle. 2015. International Labour Organization (ILO) Economic Commission for Latin America and the Caribbean (ECLAC). Employment Situation in Latin America and the Caribbean. Labour Immigration in Latin America. Publication of the United Nations. Santiago, Chile. 2017. International Labour Organization (ILO). Migrant Domestic Workers Across the World: global and regional estimates. 2015. 14
Massey, D. Arango, J. Graeme, Kouaouci, A. Pellegrino, A., Taylor, E. (1993). Theories of international migration. A review and appraisal, Population and Development Review, Vol. 19 (3): 431-466. Martínez, J. Villa, M. (2005). International Migration in Latin America and the Caribbean: a summary of views of trends and patterns Musalo, K,. Ceriani, P. Childhood and Migration in Central and North America: Causes, Policies, Practices and Challenges. Center for Gender & Refugee Studies. Universidad Nacional de Lanus. 2015. Putnam, R. (2007). E Pluribus Unum : Diversity and Community in the Twenty-first Century The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, Vol. 30 No. 2, 2007 Sam, D., Berry, J. (2010) Acculturation : When Individuals and Groups of Different Cultural Backgrounds Meet. Perspectives on Psychological Science 2010 5: 472 Stefoni, C. (2013). Formación de un enclave transnacional en la ciudad de Santiago de Chile. Migraciones internacionales [Formation of a Transnational Enclave in the City of Santiago, Chile], vol 7, Núm. Especial 1, 2013. [In Spanish] Stefoni, C., Leiva, S., Bonhomme, M. (2017) Migración internacional e inserción laboral. El caso de la industria de la construcción en Chile [International migration and labour incorporation. The case of the construction sector in Chile]. REMHU, Rev. Interdiscip. Mobil. Hum., Brasília, v. 25, n. 49, apr. 2017, p. 95-112 [In Spanish] 15
Thayer, L. Duran, C. Gobierno local y migrantes frente a frente: nudos críticos y políticas para el reconocimiento (2015) [Local Government and Migrants Face to Face: Critical Nodes and Policies for Recognition]. Revista del CLAD Reforma y Democracia, núm. 63, septiembre-diciembre, 2015, pp. 127-162 [In Spanish] Thayer, L. Stang, F. (2016). Precarious legal status and conditionality in the acces to rights. An approach to migratory regulations from Argentina and Canada. Si Somos Americanos. Revista de Estudios Transfronterizos. [In Spanish] United Nations Office on Drugs and Crime (UNODC). Transnational Organized Crime in Central America and the Caribbean. 2012 16