GI5050 - Immigrants and Nativists (2021/22)
|Module specification||Module approved to run in 2021/22|
|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|
|Running in 2021/22||
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?
The syllabus will include: Introduction/ History of Migration and Conceptual Clarifications; Theories of Migration: Migration, Refugees and Diasporas; Shifting Borders and Displacement: Migration and Nation-Building Processes; The Migration-Development Nexus; Major Migration Debates in the 21st Century: Integration, Assimilation, Irregular Migration, Refugees and Asylum Seekers; Impact of Migration on Sending and Receiving States: Nation-States and Border Control: The Moral Dilemmas of Migration and the “Refugee Crisis”; The rise or return of Nativism/Populism?; Public Opinion and Immigration. LO 1,2,3,4,5,
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 4,5,6
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 develop further their subject knowledge and skills. Lecture notes and primary and secondary
documents for use in class will be posted on line, 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.
On successful completion of this module students 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 current debates over immigration in the world;
3) Have a theoretical framework for approaching sophisticated debates on migration;
4) 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
5) Understand the rise of Nativist and Populist movements, especially of the far right, and the policies they advocate.
6) Communicate effectively in speech and writing (for example, writing an essay using commonly accepted standards of definition, analysis, grammatical prose, and documentation).
7) Use research skills, including the ability to synthesise and analyse arguments and exercise critical judgement from a variety of resources.
8) 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.
Students will be assessed in two ways. The first component will involve a seminar presentation and comprises 50% of the final grade. This is designed to enable students to use a range of learning methods and employability skills, including: independent research; reading a wide range of primary and secondary sources; communicating ideas verbally in class; and working in a group.
The second component will be a 1,500 word essay, which will provide students with the opportunity to submit a major piece of work of their choosing on a key element of the module. This will encourage the development of a variety of employability skills including: research involving information retrieval from a variety of resources; analysing and advocating solutions to problems; developing a reasoned argument; and exercising critical judgement. In addition to writing, students will be encouraged to reflect on what they have learnt and make use of constructive feedback. The essay is worth a maximum of 50% of the final grade.