International Migration and Ethnic Relations I

Course Code: IM101L

Institution:

Department of Global Political Studies

Revision:

2

Other set versions

Approval

The course was established 09 February 2012.
This course syllabus (version 2) was approved 08 June 2012 by the Board of Studies at Faculty of Culture and Society.
The syllabus is valid from 03 September 2012. Replacement for course syllabus ratified 01 March 2012.

Education level

First cycle

Advancement in relation to the degree requirements

The course constitutes the level 1-30 within the main subject of International Migration and Ethnic Relations.

Entry requirements

The special prerequisite for this course, besides basic eligibility for university studies, is fieldeligibility 6: Civics A and English B. Applicants are exempted from the Civics A requirement.

Learning outcomes

Knowledge and understanding
After finishing the course, the student:

• can show understanding of the structural and cultural complexity within the field of IMER;
• can show knowledge of key research concepts within IMER;
• can show knowledge of migration from a comparative historical as well as a national and a global context;
• can, on the basis of migration processes, survey issues relating to integration and segregation, particularly within the labour and the housing markets;
• can show a broad-based understanding of concepts such as multiplicity, integration and segregation;
• can show knowledge of the processes of labour-market integration and housing segregation in urban settings and
• can show sufficient knowledge to conduct a critical discussion on the subject of different types of group identification;
• can show knowledge of (a) the concepts of ethnicity and culture, (b) gender theoretical parallels to the field of IMER, and (c) the correlation between religion, culture and ethnicity;
• can show an understanding of key concepts such as identity, stigmatisation, racism and anti-racism;
• can show a critical, analytical and methodological approach to media coverage and presentation of concepts such as integration, migration, ethnicity, discrimination, etc. and
• can show knowledge of Malmö University’s perspectives: environment, gender, and migration and ethnicity
• can show knowledge of Malmö University’s perspectives: environment, gender, and migration and ethnicity.

Applying knowledge and understanding
After finishing the course, the student:

• can perform straightforward analyses of social or cultural phenomena arising within the field of IMER;
• can work on and present an assignment of limited scope, within agreed timetables and
• can apply knowledge of Malmö University’s perspectives to issues pertaining to the social sciences.

Making judgments and communication skills
After finishing the course, the student:

• will have begun to acquire a basic critical and scientific approach to theory within the humanities and the social sciences

Assessments

Migration and Politics
Assessment of the first sub-module is carried out by means of an obligatory seminar assignment (conducted in groups) and a two-part examination. The first part of this examination is a supervised test without access to course literature, while the second part consists of an assessed home assignment.

Economy and Social Strutures
Assessment of this sub-module is carried out by means of a class room examination.

Identity and Community + Identity, Media and Racism
Evaluation is carried out by means of assessed home assignments.

To achieve a pass mark for the course, the student must pass all modules.

Re-sit examinations
Students who do not pass the regular course exams have the minimum of two re-sit opportunities. Re-sits follow the same form as the original exams, apart from re-sits for group work, which take the form of individual written and oral assignments.


Course content

The course consists of four modules:

1. Migration and Politics (7,5 credits)
2. Economy and Social Structures (7,5 credits)
3. Identity and Community (7,5 credits)
4. Identity, Media and Racism (7,5 credits

Learning activities

Learning is achieved through independent revision of course literature in the light of certain questions for study, as well as through group work and lectures. To facilitate their learning, students have access to the university’s computer rooms and library.


Grading system

A,B,C,D,E,U.


Reading list and other media

Migration and Politics

Castles, Stephen & Mark J Miller (2009). The Age Of Migration: International Population Movements in the Modern World. New York: Palgrave Macmillan [Fourth ed]

Whittaker, David J., 2006. Asylum-seekers and refugees in the Contemporary World. Routledge, London.

+ Compendium

Economy and Social Structure

Castles, Stephen & Mark J Miller (2009). The Age Of Migration: International Population Movements in the Modern World. New York: Palgrave Macmillan [Fourth ed] Ch. 10.

Swedenberg, Richard, 2003. Principals of Economic Sociology. Princeton: Princeton University Press. 366s.

+ Compendium

Identity and Community

Castles, Stephen & Mark J Miller (2009). The Age Of Migration: International Population Movements in the Modern World. New York: Palgrave Macmillan [Fourth ed] Ch 11.

Hutchinson, John & Smith, Anthony D. (1996). Ethnicity. Oxford Reader, University press.

Lawler, Steph (2010). Identity. Sociological perspectives. UK: Polity Press [168 p.]

McGuire, Meredith (2002) Religion: The Social Context. Belmont, CA: Wadsworth. [Chapter 1–5]

Additional material may be used in the course, but no more than 200 pages

Identity, Media and Racism

Goffman, Erving (1990). Stigma: Notes on the Management of spoiled Identity. London: Penguin Books. [176 p.]

Hinton, Perry R (2000). Stereotypes, cognition and culture. Hove: Psychology Press. [208 p.]

Lentin, Alana (2004). Racism & Anti-Racism in Europe. London, Pluto, Selected parts 1-112.



Course evaluation

All students are offered an opportunity to give oral and written feedback at the end of the course. A summary of the results will be made available on the school’s web-pages. The students are also given a possibility to offer feedback for each module.

Student participation takes place through the course council