module specification

GI5050 - Immigrants and Nativists (2024/25)

Module specification Module approved to run in 2024/25
Module title Immigrants and Nativists
Module level Intermediate (05)
Credit rating for module 15
School School of Social Sciences and Professions
Total study hours 150
 
36 hours Scheduled learning & teaching activities
114 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   1,500 word essay
Seminar 50%   Seminar presentation
Running in 2024/25

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Spring semester North Tuesday Morning

Module summary

The course offers students the opportunity to engage with a range of debates surrounding the politics of migration and diaspora studies in a variety of manifestations prevalent in the world in 20th and 21st centuries, combined with the rise of Nativist/Populist movements within the age of post-truth politics.

It looks at the present situation through a historical perspective, taking the current ‘refugee and migration crisis’ as a point of departure, and placing it in a global context. The module specifically focuses on the migration journey from departure to the country of residence, therefore from decision to migrate to diasporisation. The module will also scrutinise the rise of nativism in the shape of the populist far right promoting the interests of native inhabitants against diaspora groups, new citizens and cultural diversity.

Furthermore, the module will inform the students about large-scale refugee and diaspora population movements, and how such movements speak to issues of social justice, global inequalities, human and minority rights. Moreover, the social and economic consequences of migration on sending and receiving societies, as well as the different shapes of nativist opposition to migration and diasporas, will be discussed with different examples in various regions of the world.

The module is intentionally multidisciplinary and incorporates debates from international relations, history, sociology, anthropology, political science and geography. It seeks to answer a number of questions, including:

1. What are the effects of migration on both the states that receive immigrants and the states that send emigrants;
2. How policy-makers respond to these effects and why these responses vary from one country to another;
3. Are there similarities and differences between Nativist/Populist movements?

Students who wish to graduate with BA International Relations with Global Studies must take this module.

Prior learning requirements

None; The module is available to Study Abroad students

Syllabus

The syllabus will include:

1. Introduction/ History of Migration and Conceptual Clarifications;
2. Theories of Migration: Migration, Refugees and Diasporas; Shifting Borders and Displacement: Migration and Nation-Building Processes; Migration-Development Nexus;
3. Major Migration Debates in the 21st Century: Integration, Assimilation, Irregular Migration, Refugees and Asylum Seekers;
4. Impact of Migration on Sending and Receiving States: Nation-States and Border Control: The Moral Dilemmas of Migration and the “Refugee Crisis”;
5. The rise or return of Nativism/Populism?; Public Opinion and Immigration.

All of the above include LO 1-4.

A key element of the syllabus will be skills specific, supporting students in developing learning skills for life. This will include class taught skills and exercises using blended learning opportunities on the VLE. The applicability of these skills to enhancing employability will be explored. (LO 5)

Balance of independent study and scheduled teaching activity

Teaching consists of a weekly lecture followed by a one-hour tutorial. Lectures will involve a combination of taught lectures, videos, skills workshops, and the use of primary and secondary documents and websites. During the module seminars will combine a variety of methods including discussion based on pre-set questions for class discussions, classroom debates, simulations, presentations, group work, guest lectures and homework. Students might also be expected to write reaction papers after documentary or movie screenings.

Blended Learning will be a key component of the module, building on existing face-to-face contact time via a virtual environment, and offering additional resources for students to further develop their subject knowledge and skills. Lecture notes and primary and secondary.

documents for use in class will be posted online, as will web links for academic and governmental websites, as well as video links. Materials for use in class will be posted at least two weeks in advance on line to allow students to reflect on the subject and prepare. Questions for class discussion will be available from the beginning of the module via the Module Booklet available on weblearn, which will include a list of resources students can use to answer the questions and study the subject in greater depth. A detailed syllabus with compulsory and suggested reading list will also be available via the Module Booklet.

Time will be allocated within the teaching schedule for students to discuss their progress with each other and the tutor.

Learning outcomes

On successful completion of this module you will be able to:

1. Understand basic terms in migration and diaspora studies;
2. Explore the politics of migration in the receiving and sending states, with a specific focus on the theoretical frameworks and current debates over immigration in the world;
3. Understand and compare migratory movements from multiple perspectives — historical, socio-economic, and political — while also incorporating topic-specific literatures from international relations, comparative politics, and diaspora studies
4. Understand the rise of Nativist and Populist movements, especially of the far right, and the policies they advocate.
5. Communicate effectively in speech and writing; use research skills, including the ability to synthesise and analyse arguments and exercise critical judgement from a variety of resources; enhance the capacity to work independently, demonstrating initiative, self-organisation and time-management, as well as co-operating with other students to achieve common goals.

Bibliography