|Modulbezeichnung||Theorizing Migration and Multiculturalism|
|Fachbereich/Institut||Institut für Anglistik/Amerikanistik|
|Verwendet in Studiengängen||
Learning Outcomes (LO)
(LO 2) acquired in-depth knowledge about theories on migration and inter/transcultural relations
and multiculturalism and the ability to autonomously contextualise terms and concepts in
related fields (modules 11, 13, 22);
(LO 3) acquired knowledge about and experience with research methods, methodology and
knowledge production and be able to reflect their significance, unpredictability and interdependencies
in transcultural contexts;
(LO 6) acquired competence to evaluate the relevance of disciplinary as well as multi-/inter-
/transdisciplinary approaches to specific research questions including the ability to position
his/her own work in the field of studies and its emerging issues;
(LO 7) developed an understanding of theories, concepts and policies related to at least one of
the programmes foci (i.e. gender, diversity and intersectionality; development, conflict and
justice; representation, power relations and knowledge production; education and citizenship)
and acknowledges their cross-cutting and strategic relevance in the field of migration and intercultural
(LO 11) practical expertise to present and structure an argument in academic English based on
enhanced reading and writing skills in various genres;
(LO 12) acquired competence in handling new media and communication technology in a critical
and reflexive way scrutinising its indications and connotations;
(LO 14) developed competence in self-management including the ability to prioritize, set
goals and make decisions in individual and group work processes;
(LO 15) the ability to identify and critique discriminating forms of verbal and non-verbal
communication, reflecting power relations and his/her own biases aiming at self-reflective interaction.
1 Migration and Integration
The module focuses on integration paradigms in the light of theory, policy (and politics) and practice. Concepts of conformity, assimilation, melting pot and multiculturalism are discussed from synchronic and diachronic perspectives against the backdrop of terms such as integration, welfare and solidarity. The module is divided into three thematic sections:
1. Theorising migration: Students revise, systemise and deepen their knowledge on migration
theory and methodological nationalism obtained in the first semester;
2. Integration: Theories and policies concerning immigration, focusing on: inherent nonassimilation,
assimilation, integration, multiculturalism, acculturation, inclusion;
3. Welfare state and integration: Students get insights into the welfare state - social policy - integration nexus and discuss recent social dynamics in the EU and globally.
2 Migration, Borders and Citizenship
In this module, students familiarise with definitions and basic concepts of borders and citizenship and different understandings of those concepts across disciplines. While borders are understood as symbols through which states, nations and localities define themselves and constitute the division of inside and outside, it is also necessary to reflect on the definitions and implications of geographical territory and socio-cultural spaces. These reflections are complemented by an assessment of concepts and acts of citizenship and its protagonists. Students discuss borders and citizenship, also reflecting on related issues such as diaspora, human rights, social recognition, transnationalism, globalisation, cosmopolitanism, integration, exclusion, deportability, vulnerability, victimisation and illegality. In order to grasp the contemporary situation in the field of theory, the history of migration research and development of different theories including multidisciplinary research approaches are also taken into account.
3 African Perspectives on migration: Security and Visual Representations of Mobile Lives
This course aims to describe and analyze the main characteristics of African migration, with a special focus on visuals and security aspects. The course will take into account both South-South Migration and South-North Migration, voluntary, forced and circular migration.
The migration process will in particular be understood within the framework of the mobilities paradigm (Urry, 2007). As Schapendonk puts it, “within this paradigm, mobility (instead of only settlement) is perceived as integral to human lives which challenges social science to go beyond their sedentary viewpoints” (Schapendonk, 2010: 293). Terms such as migrant trajectories, (im)mobility, non-linearity and interconnections will, among others, be emphasized.
Furthermore, the course highlights migrants not as victims, nor villains, but as actors, and more specifically actors of development, social change and innovation, both past and present. We will look into the history of migration studies and of slavery and mobility in Africa. Moving into the present, the focus will be on current ‘issue linkages’ between migration, development and security on the African continent. Finally, we will pay special attention to media and the way in which migrants are presented, or present themselves in (visual) ways both on the continent and beyond. To illustrate ongoing migration dynamics, the lecturers will address the above issues in light of their own research (case studies) and other relevant literature and theory. These will also serve as examples of how to proceed in terms of research on African migration.
4 Migration, Gender, Work
Migration as a gendered process - deeply embedded in the structures of different forms of work and exploitation - will be studied from historical and contemporary perspective in the context of different world regions regarding structural social determinants that are keys for comprehending the importance of work and gender in migration processes. Apart from theoretical and historical background, the testimonies of migrants will be the basis for analysis. Personal life stories, testimonies and experiences of migrants are essential to study the role of gender and work in the migration context.
Lectures, workshops and reading groups will provide an in-depth insight into the topics of: restructuring of gender roles; trafficking and other forms of moving for work; “feminization of migration”; global care work and transnational parenthood; identity (re)constructions; self-reflexivity and the ideological position of the student/researcher.
5 Controversies over Multiculturalism
The module is divided into three thematic areas, each focusing on specific concepts and themes related to multiculturalism and multicultural dynamics:
I. Multiculturalism in the light of theory, policy/politics and practice
Students will familiarise themselves with the basic theoretical categories needed for an in-depth understanding of multiculturalism: state, citizenship, patriotism, society, culture, ethnic/national identity, stigma, prejudice, tolerance, diversity. Policies and practices of multiculturalism will be systemised and critically evaluated.
II. Multiculturalism – welfare state – solidarity
Multiculturalism will be considered in the context of welfare states. The concepts of recognition and
redistribution in contemporary welfare regimes will be problematised and their relationship will be discussed in the light of the principle of solidarity.
III. Education for multicultural dialogue
Guidelines and tools for the promotion of intercultural dialogue will be analysed using selected policy
documents. Lectures and workshops will be organised to provide in-depth insights into the above themes. On successful completion of the module the student will be able to critically evaluate theories and policies on multiculturalism with regard to the conceptual, methodological and theoretical issues and confidently take part in discussions on current pressing issues relating to multiculturalism.
6 Intercultural Education
The module is divided into three thematic areas, each focusing on specific concepts and themes related to intercultural education, intercultural dialogue and inclusion:
I. Intercultural education in the light of theory, policy/politics and practice
Students will familiarise themselves with the basic theoretical categories needed for an in-depth understanding of intercultural education. The development from multicultural to intercultural education, policies and practices in the field of intercultural education will be evaluated. Students will explore and critically evaluate some multicultural / intercultural education models, and discuss policies in selected countries.
II. Intercultural competence, intercultural dialogue, prejudices
Students will explore the connections between intercultural dialogue and intercultural competence. They will raise awareness of prejudices (towards children of economical migrant and refugees) and overcoming
prejudices. The recognition and redistribution of intercultural competence will be discussed in the light of the multi perspective curriculums. Intercultural dialogue will be considered in the context of intercultural
education. Guidelines and tools for the promotion of intercultural dialogue will be analysed using selected policy documents.
III. Inclusion and cooperation
Inclusion will be discussed through the role of teachers, migrants, civil society and the state, especially ministry of education. Students will explore the possibilities for cooperation (instead of tolerance) between school and civil society in the local environment (majority and minority / migrants’ communities, associations). The issue of responsibility for preserving migrant children’s mother tongue will be discussed, too. Some techniques, best practices for intercultural dialogue between people with different cultural background at schools, in local environments will be introduced.
Lectures and workshops will be organised to provide in-depth insights into the above themes. On successful completion of the module the student will be able to critically evaluate theories and policies on intercultural education with regard to the conceptual, methodological and theoretical issues and confidently take part in discussions on current pressing issues relating to intercultural education.
|Dauer in Semestern||1 Semester|
Diese Modul ist eines von zwei Pflichtmodulen im 2. Semester EMMIR und wird komplett an der University of Stavanger gelehrt
|Modullevel / module level||---|
|Modulart / typ of module||je nach Studiengang Pflicht oder Wahlpflicht|
|Lehr-/Lernform / Teaching/Learning method||In diesem Modul belegen die Studierenden 3 von 6 Veranstaltungen (Submodulen)|
|Vorkenntnisse / Previous knowledge|
|Präsenzzeit Modul insgesamt||28 h|