Consulta de Guies Docents



Academic Year/course: 2021/22

1051 - Master in Migration Studies

32315 - Diversity, discrimination and citizenship


Teaching Guide Information

Academic Course:
2021/22
Academic Center:
805 - Masters Centre of the Department of Political and Social Sciences
Study:
1051 - Master in Migration Studies
Subject:
32315 - Diversity, discrimination and citizenship
Credits:
5.0
Course:
1
Teaching languages:
Theory: Group 1: English
Teachers:
Zenia Agnes Andrea Hellgren
Teaching Period:
Second Quarter
Schedule:

Presentation

 

Professor: Zenia Hellgren

 

This course approaches inequalities related to ethnic diversity in contemporary European democracies, based on a critical understanding of the citizenship concept. It provides an introduction to different theories of diversity management, considering the “integration” of migrants as a necessarily reciprocal and egalitarian process: the incorporation on equal terms with the majority population of the receiving societies. In this context, discrimination is viewed as a central impediment for the integration of both migrants and racialized ethnic minorities, as well as for more egalitarian forms of practiced citizenship in superdiverse societies.
 
The first section will cover the key concepts of the course and the relationship between them: citizenship, discrimination and diversity, including theories on race and racialization as important producers of inequalities.
 
The second section of the course will be dedicated to analyzing different dimensions of ethnic discrimination and the drivers behind it, as well as different approaches and techniques used when conducting empirical research on discrimination.
 
During the third and last section of the course, we will shift focus from understanding the foundations and different expressions of discrimination, and apply a more practical and implementation-oriented perspective to enquire into how ethnic discrimination and a lacking representation of diversity is being and could be addressed in European policy and practice. In this context, we will also discuss the presence of immigrants in different spheres of society, and reactions by immigrants and minorities against exclusion and inequality of opportunities, with particular emphasis on the second generation.
 
The course is partly based on the professor’s several research projects within the field of diversity and discrimination, and these projects will be integrated in the content of the classes.

Associated skills

 

The skills associated with this course can be organized, according to the general classification followed in the whole Master in Immigration Management program, as a set of General and Specific skills.

 

Basic skills

CB6- The students should acquire knowledge that will constitute the basis for them to develop and apply original ideas, particularly in relation to the design and implementation of a research project or an expert study.

CB9-The students should be able to communicate their conclusions and the knowledge they have acquired to both experts and non-experts in a clear and on-ambiguous fashion, using references adequately to support their arguments.

 

General skills

CG 1- Capacity to express and use theoretical concepts related to migration studies.

CG 2- Ability to maintain an argumentation about topics related to migration and diversity based on an initial diagnosis of the situation and the formulation of hypotheses.

CG 4-  Capacity to search, manage, analyze, interpret, produce and apply information related to concrete topics concerning immigration, from a thematic and sectorial point of view

CG 5-  Ability to solve problems related to migration studies on a short and long term basis, applying a critical perspective.

CG 7-  Ability to create new ideas related to research on migration and diversity.

CG 9-  Capacity to work with topics related to migration guided by ethical values and empathy.

 

Transversal skills

CT1-    Communicate in fluent English in academic contexts, both verbally and in writing.

CT3-    Safeguard that the perspectives of social class, inequalities and discrimination are present in the student's own reflections on migration and diversity.

CT5-    Promote the link between research and politics by connecting the academic knowledge acquired to political and social agendas.

 

Specific skills

CE1-   Identify the substantial contribution and the focus of a piece of research or study related to migration and diversity.

CE6-   Be able to see things from the perspective of a migrant and understand the particularities of the migrant's life conditions.

CE7-   Use the analytical levels Macro/Meso/Micro and top-down versus bottom-up perspectives.

 

Learning outcomes

 

RA2-   Explain some of the main processes of social transformation that are brought about by migration and the needs for diversity management that it incites.

RA5-   Design and plan a piece of research based on the definition of a problem related to immigration and diversity at the conceptual, theoretical and empirical level.

 

Sustainable Development Goals

ODS 5: Gender equality

ODS 10: Reduced inequalities

 

Prerequisites

 

In order to attend this course, students do not need a former specialization in the social sciences, though it is an advantage if they are familiar with basic terminology used in the sociology and political science literature. The course is taught in English, so the students must have a sufficient level of knowledge of this language so as to follow the lectures, do the compulsory readings, conduct bibliographic searches, and present their work verbally and in writing.

 

Contents

 

Part I: Ethnic inequalities and differentiated citizenship
 
 
1. Introduction: Diversity, discrimination and citizenship
 
Yuval Davis, N. (1991) THE CITIZENSHIP DEBATE: Women, Ethnic Processes and the State. Feminist Review No 39, Winter 1991.
 
Safi, M. (2010). Immigrants' Life Satisfaction in Europe: Between Assimilation and Discrimination. European Sociological Review 26 (2): 159-176.
 
Rodríguez García, D. (2010) Beyond Assimilation and Multiculturalism: A Critical Review of the Debate on Managing Diversity. Journal of International Migration and Integration / Revue de l integration et de la migration internationale 08/2010; 11(3):251-271
 
 
2. Racialization and social cohesion: a European paradox
 
Silverstein, Paul A. (2005). Immigrant Racialization and the New Savage Slot: Race, Migration, and Immigration in the New Europe. Annual Review of Anthropology, 34, 363-384.
 
Hellgren, Z. (2019) Class, race - and place: Immigrants' self-perceptions on inclusion, belonging and opportunities in Stockholm and Barcelona. Ethnic and Racial Studies, 42(12)
 
Warmington, P. (2020) Critical race theory in England: impact and opposition. Identities, 27:1, 20-37
 
 
 
Part II: Studying ethnic discrimination: drivers and approaches
 
 
3. Immigrants and visible minorities: drivers of ethnic discrimination in Europe
 
Zick, A., Pettigrew, T. F. and Wagner, U. (2008) Ethnic Prejudice and Discrimination in Europe, Journal of Social Issues, Vol. 64
 
Cortés Gómez, Ismael and End, Markus (eds.) (2019). Dimensions of Antigypsyism in Europe. Brussels: ENAR. Selected chapters.
 
ENAR (European Network Against Racism) report (2014) Invisible Visible Minority. Confronting Afrophobia and Advancing Equality for People of African Descent and Black Europeans in Europe? pages: 21-57, 261-273:
 
 
4. Different approaches to ethnic discrimination in social research
 
Fang, H and Moro, A (2010). "Theories of Statistical Discrimination and Affirmative Action: A Survey," NBER Working Papers 15860, National Bureau of Economic Research, Inc.
 
Pager, D and Shepherd, H (2008) The Sociology of Discrimination: Racial Discrimination in Employment, Housing, Credit and Consumer markets, Annu Rev Sociol. 2008 Jan 1; 34: 181-209: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2915460/
 
McIntyre, A., 2008. Participatory Action Research. London: Sage. Selected chapters.
 
 
5. Intersectionality - understanding multiple grounds for discrimination
 
Crenshaw, K. (1991) “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color”. Stanford Law Review, 43 (6): 1241-1299.
 
Hellgren, Z. and L. Gabrielli (2021) Racialization and Aporophobia: Intersecting Discriminations in the Experiences of Non-Western Migrants and Spanish Roma. Social Sciences, 10(5). https://doi.org/10.3390/socsci10050163
 
 
6. How to address discrimination? Targeting versus transformative measures
 
Fraser, N. (1995). From Redistribution to Recognition? Dilemmas of Justice a Post-Socialist' Age, New Left Review I/212, July-August 1995.
 
Prügl, E. (2011) Diversity Management and Gender Mainstreaming as Technologies of Government. Politics & Gender, 7: 71-89
 
Hellgren, Z. (2021) REPCAT (The Role of the Ethnic Majority in Integration Processes: Attitudes and Practices towards Immigrants in Catalan Institutions). Final project report. DOI 10.13140/RG.2.2.22344.24320
 
 
 
Part III: Anti-discrimination and the representation of diversity
 
 
7. Anti-discrimination in European policy and practice
 
Geddes, A (2004) Britain, France, and EU Anti-Discrimination Policy: The Emergence of an EU Policy Paradigm,
West European Politics, 27:2, 334-353, DOI: 10.1080/0140238042000214937
 
Bousetta, H. & Modood, T. (2001) Anti-Discrimination Good Practice Guide. Report on the EU Anti-discrimination directive from Eurocities Anti-discrimination Exchange.
 
 
8. Non-discrimination work in practice: the example of Barcelona
 
Barcelona City Council (2016) A PRACTICAL GUIDE FOR ANTI-RUMOUR AGENTS. How to fight rumours and
stereotypes about cultural diversity in Barcelona.
 
Barcelona Discrimination Observatory report 2019.
 
 
9. Participation and representation of immigrants
 
Zapata-Barrero, R (2017) How do political parties deal with the “diversity gap”? Democratic deficits and party strategies.
Ethnic and Racial Studies Vol. 40. DOI: 10.1080/01419870.2016.1259486
 
Cashmore, E. (2001) The experiences of ethnic minority police officers in Britain: under-recruitment and racial profiling in a performance culture. Ethnic and Racial Studies, Vol 24:4.
 
 
10. Coping with discrimination. Immigrant reactions against social exclusion
 
Schierup, C-U., Ålund, A. and Kings, L. (2014) Reading the Stockholm riots - a moment for social justice? Race & Class, (55), 3.
 
Bursell, M (2012) Name change and destigmatization among Middle Eastern immigrants in Sweden. Ethnic and Racial Studies, Volume 35.

Teaching Methods

 

The course will be primarily based on 10 sessions composed by lectures by the professor of the (1.5-2 hours/session) followed by a seminar (1-1.5 hours/session) in which students will make a brief presentation of the key arguments developed through a critical reading of the readings followed by open discussion.
 
Prior to the lectures, students must have carefully and critically read the text assigned as a required reading for each session to establish a dynamic interaction within the class to better grasp the main ideas and concepts addressed by each topic of the program. Each seminar will be structured around a number of topics for discussion, based on the readings for that day. After the first day of class, we will proceed to arrange the order of the presentations of the policy proposals during the seminars.
 
At the end of the second quarter each student must submit a project or research working paper resulting from his/her own research on a topic agreed upon with the professor beforehand.

 

Evaluation

 

 

The evaluation of the students participating in this course will be based on three main components:

  • Drafting of a Research Project or a Working Paper about a topic related to the course. The content of this document will have to be negotiated with the professor between the third and fourth session of the course. Its length will be approximately 2,000 words, and it will be submitted at the end of the course (50% of the mark).
  • Class presentation of a short Policy Proposal related to the content of the course (25% of the mark)
  • Active participation during the class debates and discussion of the readings (25% of the mark)

 

Bibliography and information resources

 

To consult the bibliography please check the Contents section. All readings for the course will be distributed in class, or downloadable through the link following each publication.


Academic Year/course: 2021/22

1051 - Master in Migration Studies

32315 - Diversity, discrimination and citizenship


Informació de la Guia Docent

Academic Course:
2021/22
Academic Center:
805 - Masters Centre of the Department of Political and Social Sciences
Study:
1051 - Master in Migration Studies
Subject:
32315 - Diversity, discrimination and citizenship
Credits:
5.0
Course:
1
Teaching languages:
Theory: Group 1: English
Teachers:
Zenia Agnes Andrea Hellgren
Teaching Period:
Second Quarter
Schedule:

Presentation

 

Professor: Zenia Hellgren

 

This course approaches inequalities related to ethnic diversity in contemporary European democracies, based on a critical understanding of the citizenship concept. It provides an introduction to different theories of diversity management, considering the “integration” of migrants as a necessarily reciprocal and egalitarian process: the incorporation on equal terms with the majority population of the receiving societies. In this context, discrimination is viewed as a central impediment for the integration of both migrants and racialized ethnic minorities, as well as for more egalitarian forms of practiced citizenship in superdiverse societies.
 
The first section will cover the key concepts of the course and the relationship between them: citizenship, discrimination and diversity, including theories on race and racialization as important producers of inequalities.
 
The second section of the course will be dedicated to analyzing different dimensions of ethnic discrimination and the drivers behind it, as well as different approaches and techniques used when conducting empirical research on discrimination.
 
During the third and last section of the course, we will shift focus from understanding the foundations and different expressions of discrimination, and apply a more practical and implementation-oriented perspective to enquire into how ethnic discrimination and a lacking representation of diversity is being and could be addressed in European policy and practice. In this context, we will also discuss the presence of immigrants in different spheres of society, and reactions by immigrants and minorities against exclusion and inequality of opportunities, with particular emphasis on the second generation.
 
The course is partly based on the professor’s several research projects within the field of diversity and discrimination, and these projects will be integrated in the content of the classes.

Associated skills

 

The skills associated with this course can be organized, according to the general classification followed in the whole Master in Immigration Management program, as a set of General and Specific skills.

 

Basic skills

CB6- The students should acquire knowledge that will constitute the basis for them to develop and apply original ideas, particularly in relation to the design and implementation of a research project or an expert study.

CB9-The students should be able to communicate their conclusions and the knowledge they have acquired to both experts and non-experts in a clear and on-ambiguous fashion, using references adequately to support their arguments.

 

General skills

CG 1- Capacity to express and use theoretical concepts related to migration studies.

CG 2- Ability to maintain an argumentation about topics related to migration and diversity based on an initial diagnosis of the situation and the formulation of hypotheses.

CG 4-  Capacity to search, manage, analyze, interpret, produce and apply information related to concrete topics concerning immigration, from a thematic and sectorial point of view

CG 5-  Ability to solve problems related to migration studies on a short and long term basis, applying a critical perspective.

CG 7-  Ability to create new ideas related to research on migration and diversity.

CG 9-  Capacity to work with topics related to migration guided by ethical values and empathy.

 

Transversal skills

CT1-    Communicate in fluent English in academic contexts, both verbally and in writing.

CT3-    Safeguard that the perspectives of social class, inequalities and discrimination are present in the student's own reflections on migration and diversity.

CT5-    Promote the link between research and politics by connecting the academic knowledge acquired to political and social agendas.

 

Specific skills

CE1-   Identify the substantial contribution and the focus of a piece of research or study related to migration and diversity.

CE6-   Be able to see things from the perspective of a migrant and understand the particularities of the migrant's life conditions.

CE7-   Use the analytical levels Macro/Meso/Micro and top-down versus bottom-up perspectives.

 

Learning outcomes

 

RA2-   Explain some of the main processes of social transformation that are brought about by migration and the needs for diversity management that it incites.

RA5-   Design and plan a piece of research based on the definition of a problem related to immigration and diversity at the conceptual, theoretical and empirical level.

 

Sustainable Development Goals

ODS 5: Gender equality

ODS 10: Reduced inequalities

 

Prerequisites

 

In order to attend this course, students do not need a former specialization in the social sciences, though it is an advantage if they are familiar with basic terminology used in the sociology and political science literature. The course is taught in English, so the students must have a sufficient level of knowledge of this language so as to follow the lectures, do the compulsory readings, conduct bibliographic searches, and present their work verbally and in writing.

 

Contents

 

Part I: Ethnic inequalities and differentiated citizenship
 
 
1. Introduction: Diversity, discrimination and citizenship
 
Yuval Davis, N. (1991) THE CITIZENSHIP DEBATE: Women, Ethnic Processes and the State. Feminist Review No 39, Winter 1991.
 
Safi, M. (2010). Immigrants' Life Satisfaction in Europe: Between Assimilation and Discrimination. European Sociological Review 26 (2): 159-176.
 
Rodríguez García, D. (2010) Beyond Assimilation and Multiculturalism: A Critical Review of the Debate on Managing Diversity. Journal of International Migration and Integration / Revue de l integration et de la migration internationale 08/2010; 11(3):251-271
 
 
2. Racialization and social cohesion: a European paradox
 
Silverstein, Paul A. (2005). Immigrant Racialization and the New Savage Slot: Race, Migration, and Immigration in the New Europe. Annual Review of Anthropology, 34, 363-384.
 
Hellgren, Z. (2019) Class, race - and place: Immigrants' self-perceptions on inclusion, belonging and opportunities in Stockholm and Barcelona. Ethnic and Racial Studies, 42(12)
 
Warmington, P. (2020) Critical race theory in England: impact and opposition. Identities, 27:1, 20-37
 
 
 
Part II: Studying ethnic discrimination: drivers and approaches
 
 
3. Immigrants and visible minorities: drivers of ethnic discrimination in Europe
 
Zick, A., Pettigrew, T. F. and Wagner, U. (2008) Ethnic Prejudice and Discrimination in Europe, Journal of Social Issues, Vol. 64
 
Cortés Gómez, Ismael and End, Markus (eds.) (2019). Dimensions of Antigypsyism in Europe. Brussels: ENAR. Selected chapters.
 
ENAR (European Network Against Racism) report (2014) Invisible Visible Minority. Confronting Afrophobia and Advancing Equality for People of African Descent and Black Europeans in Europe? pages: 21-57, 261-273:
 
 
4. Different approaches to ethnic discrimination in social research
 
Fang, H and Moro, A (2010). "Theories of Statistical Discrimination and Affirmative Action: A Survey," NBER Working Papers 15860, National Bureau of Economic Research, Inc.
 
Pager, D and Shepherd, H (2008) The Sociology of Discrimination: Racial Discrimination in Employment, Housing, Credit and Consumer markets, Annu Rev Sociol. 2008 Jan 1; 34: 181-209: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2915460/
 
McIntyre, A., 2008. Participatory Action Research. London: Sage. Selected chapters.
 
 
5. Intersectionality - understanding multiple grounds for discrimination
 
Crenshaw, K. (1991) “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color”. Stanford Law Review, 43 (6): 1241-1299.
 
Hellgren, Z. and L. Gabrielli (2021) Racialization and Aporophobia: Intersecting Discriminations in the Experiences of Non-Western Migrants and Spanish Roma. Social Sciences, 10(5). https://doi.org/10.3390/socsci10050163
 
 
6. How to address discrimination? Targeting versus transformative measures
 
Fraser, N. (1995). From Redistribution to Recognition? Dilemmas of Justice a Post-Socialist' Age, New Left Review I/212, July-August 1995.
 
Prügl, E. (2011) Diversity Management and Gender Mainstreaming as Technologies of Government. Politics & Gender, 7: 71-89
 
Hellgren, Z. (2021) REPCAT (The Role of the Ethnic Majority in Integration Processes: Attitudes and Practices towards Immigrants in Catalan Institutions). Final project report. DOI 10.13140/RG.2.2.22344.24320
 
 
 
Part III: Anti-discrimination and the representation of diversity
 
 
7. Anti-discrimination in European policy and practice
 
Geddes, A (2004) Britain, France, and EU Anti-Discrimination Policy: The Emergence of an EU Policy Paradigm,
West European Politics, 27:2, 334-353, DOI: 10.1080/0140238042000214937
 
Bousetta, H. & Modood, T. (2001) Anti-Discrimination Good Practice Guide. Report on the EU Anti-discrimination directive from Eurocities Anti-discrimination Exchange.
 
 
8. Non-discrimination work in practice: the example of Barcelona
 
Barcelona City Council (2016) A PRACTICAL GUIDE FOR ANTI-RUMOUR AGENTS. How to fight rumours and
stereotypes about cultural diversity in Barcelona.
 
Barcelona Discrimination Observatory report 2019.
 
 
9. Participation and representation of immigrants
 
Zapata-Barrero, R (2017) How do political parties deal with the “diversity gap”? Democratic deficits and party strategies.
Ethnic and Racial Studies Vol. 40. DOI: 10.1080/01419870.2016.1259486
 
Cashmore, E. (2001) The experiences of ethnic minority police officers in Britain: under-recruitment and racial profiling in a performance culture. Ethnic and Racial Studies, Vol 24:4.
 
 
10. Coping with discrimination. Immigrant reactions against social exclusion
 
Schierup, C-U., Ålund, A. and Kings, L. (2014) Reading the Stockholm riots - a moment for social justice? Race & Class, (55), 3.
 
Bursell, M (2012) Name change and destigmatization among Middle Eastern immigrants in Sweden. Ethnic and Racial Studies, Volume 35.

Teaching Methods

 

The course will be primarily based on 10 sessions composed by lectures by the professor of the (1.5-2 hours/session) followed by a seminar (1-1.5 hours/session) in which students will make a brief presentation of the key arguments developed through a critical reading of the readings followed by open discussion.
 
Prior to the lectures, students must have carefully and critically read the text assigned as a required reading for each session to establish a dynamic interaction within the class to better grasp the main ideas and concepts addressed by each topic of the program. Each seminar will be structured around a number of topics for discussion, based on the readings for that day. After the first day of class, we will proceed to arrange the order of the presentations of the policy proposals during the seminars.
 
At the end of the second quarter each student must submit a project or research working paper resulting from his/her own research on a topic agreed upon with the professor beforehand.

 

Evaluation

 

 

The evaluation of the students participating in this course will be based on three main components:

  • Drafting of a Research Project or a Working Paper about a topic related to the course. The content of this document will have to be negotiated with the professor between the third and fourth session of the course. Its length will be approximately 2,000 words, and it will be submitted at the end of the course (50% of the mark).
  • Class presentation of a short Policy Proposal related to the content of the course (25% of the mark)
  • Active participation during the class debates and discussion of the readings (25% of the mark)

 

Bibliography and information resources

 

To consult the bibliography please check the Contents section. All readings for the course will be distributed in class, or downloadable through the link following each publication.


Academic Year/course: 2021/22

1051 - Master in Migration Studies

32315 - Diversity, discrimination and citizenship


Información de la Guía Docente

Academic Course:
2021/22
Academic Center:
805 - Masters Centre of the Department of Political and Social Sciences
Study:
1051 - Master in Migration Studies
Subject:
32315 - Diversity, discrimination and citizenship
Credits:
5.0
Course:
1
Teaching languages:
Theory: Group 1: English
Teachers:
Zenia Agnes Andrea Hellgren
Teaching Period:
Second Quarter
Schedule:

Presentation

 

Professor: Zenia Hellgren

 

This course approaches inequalities related to ethnic diversity in contemporary European democracies, based on a critical understanding of the citizenship concept. It provides an introduction to different theories of diversity management, considering the “integration” of migrants as a necessarily reciprocal and egalitarian process: the incorporation on equal terms with the majority population of the receiving societies. In this context, discrimination is viewed as a central impediment for the integration of both migrants and racialized ethnic minorities, as well as for more egalitarian forms of practiced citizenship in superdiverse societies.
 
The first section will cover the key concepts of the course and the relationship between them: citizenship, discrimination and diversity, including theories on race and racialization as important producers of inequalities.
 
The second section of the course will be dedicated to analyzing different dimensions of ethnic discrimination and the drivers behind it, as well as different approaches and techniques used when conducting empirical research on discrimination.
 
During the third and last section of the course, we will shift focus from understanding the foundations and different expressions of discrimination, and apply a more practical and implementation-oriented perspective to enquire into how ethnic discrimination and a lacking representation of diversity is being and could be addressed in European policy and practice. In this context, we will also discuss the presence of immigrants in different spheres of society, and reactions by immigrants and minorities against exclusion and inequality of opportunities, with particular emphasis on the second generation.
 
The course is partly based on the professor’s several research projects within the field of diversity and discrimination, and these projects will be integrated in the content of the classes.

Associated skills

 

The skills associated with this course can be organized, according to the general classification followed in the whole Master in Immigration Management program, as a set of General and Specific skills.

 

Basic skills

CB6- The students should acquire knowledge that will constitute the basis for them to develop and apply original ideas, particularly in relation to the design and implementation of a research project or an expert study.

CB9-The students should be able to communicate their conclusions and the knowledge they have acquired to both experts and non-experts in a clear and on-ambiguous fashion, using references adequately to support their arguments.

 

General skills

CG 1- Capacity to express and use theoretical concepts related to migration studies.

CG 2- Ability to maintain an argumentation about topics related to migration and diversity based on an initial diagnosis of the situation and the formulation of hypotheses.

CG 4-  Capacity to search, manage, analyze, interpret, produce and apply information related to concrete topics concerning immigration, from a thematic and sectorial point of view

CG 5-  Ability to solve problems related to migration studies on a short and long term basis, applying a critical perspective.

CG 7-  Ability to create new ideas related to research on migration and diversity.

CG 9-  Capacity to work with topics related to migration guided by ethical values and empathy.

 

Transversal skills

CT1-    Communicate in fluent English in academic contexts, both verbally and in writing.

CT3-    Safeguard that the perspectives of social class, inequalities and discrimination are present in the student's own reflections on migration and diversity.

CT5-    Promote the link between research and politics by connecting the academic knowledge acquired to political and social agendas.

 

Specific skills

CE1-   Identify the substantial contribution and the focus of a piece of research or study related to migration and diversity.

CE6-   Be able to see things from the perspective of a migrant and understand the particularities of the migrant's life conditions.

CE7-   Use the analytical levels Macro/Meso/Micro and top-down versus bottom-up perspectives.

 

Learning outcomes

 

RA2-   Explain some of the main processes of social transformation that are brought about by migration and the needs for diversity management that it incites.

RA5-   Design and plan a piece of research based on the definition of a problem related to immigration and diversity at the conceptual, theoretical and empirical level.

 

Sustainable Development Goals

ODS 5: Gender equality

ODS 10: Reduced inequalities

 

Prerequisites

 

In order to attend this course, students do not need a former specialization in the social sciences, though it is an advantage if they are familiar with basic terminology used in the sociology and political science literature. The course is taught in English, so the students must have a sufficient level of knowledge of this language so as to follow the lectures, do the compulsory readings, conduct bibliographic searches, and present their work verbally and in writing.

 

Contents

 

Part I: Ethnic inequalities and differentiated citizenship
 
 
1. Introduction: Diversity, discrimination and citizenship
 
Yuval Davis, N. (1991) THE CITIZENSHIP DEBATE: Women, Ethnic Processes and the State. Feminist Review No 39, Winter 1991.
 
Safi, M. (2010). Immigrants' Life Satisfaction in Europe: Between Assimilation and Discrimination. European Sociological Review 26 (2): 159-176.
 
Rodríguez García, D. (2010) Beyond Assimilation and Multiculturalism: A Critical Review of the Debate on Managing Diversity. Journal of International Migration and Integration / Revue de l integration et de la migration internationale 08/2010; 11(3):251-271
 
 
2. Racialization and social cohesion: a European paradox
 
Silverstein, Paul A. (2005). Immigrant Racialization and the New Savage Slot: Race, Migration, and Immigration in the New Europe. Annual Review of Anthropology, 34, 363-384.
 
Hellgren, Z. (2019) Class, race - and place: Immigrants' self-perceptions on inclusion, belonging and opportunities in Stockholm and Barcelona. Ethnic and Racial Studies, 42(12)
 
Warmington, P. (2020) Critical race theory in England: impact and opposition. Identities, 27:1, 20-37
 
 
 
Part II: Studying ethnic discrimination: drivers and approaches
 
 
3. Immigrants and visible minorities: drivers of ethnic discrimination in Europe
 
Zick, A., Pettigrew, T. F. and Wagner, U. (2008) Ethnic Prejudice and Discrimination in Europe, Journal of Social Issues, Vol. 64
 
Cortés Gómez, Ismael and End, Markus (eds.) (2019). Dimensions of Antigypsyism in Europe. Brussels: ENAR. Selected chapters.
 
ENAR (European Network Against Racism) report (2014) Invisible Visible Minority. Confronting Afrophobia and Advancing Equality for People of African Descent and Black Europeans in Europe? pages: 21-57, 261-273:
 
 
4. Different approaches to ethnic discrimination in social research
 
Fang, H and Moro, A (2010). "Theories of Statistical Discrimination and Affirmative Action: A Survey," NBER Working Papers 15860, National Bureau of Economic Research, Inc.
 
Pager, D and Shepherd, H (2008) The Sociology of Discrimination: Racial Discrimination in Employment, Housing, Credit and Consumer markets, Annu Rev Sociol. 2008 Jan 1; 34: 181-209: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2915460/
 
McIntyre, A., 2008. Participatory Action Research. London: Sage. Selected chapters.
 
 
5. Intersectionality - understanding multiple grounds for discrimination
 
Crenshaw, K. (1991) “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color”. Stanford Law Review, 43 (6): 1241-1299.
 
Hellgren, Z. and L. Gabrielli (2021) Racialization and Aporophobia: Intersecting Discriminations in the Experiences of Non-Western Migrants and Spanish Roma. Social Sciences, 10(5). https://doi.org/10.3390/socsci10050163
 
 
6. How to address discrimination? Targeting versus transformative measures
 
Fraser, N. (1995). From Redistribution to Recognition? Dilemmas of Justice a Post-Socialist' Age, New Left Review I/212, July-August 1995.
 
Prügl, E. (2011) Diversity Management and Gender Mainstreaming as Technologies of Government. Politics & Gender, 7: 71-89
 
Hellgren, Z. (2021) REPCAT (The Role of the Ethnic Majority in Integration Processes: Attitudes and Practices towards Immigrants in Catalan Institutions). Final project report. DOI 10.13140/RG.2.2.22344.24320
 
 
 
Part III: Anti-discrimination and the representation of diversity
 
 
7. Anti-discrimination in European policy and practice
 
Geddes, A (2004) Britain, France, and EU Anti-Discrimination Policy: The Emergence of an EU Policy Paradigm,
West European Politics, 27:2, 334-353, DOI: 10.1080/0140238042000214937
 
Bousetta, H. & Modood, T. (2001) Anti-Discrimination Good Practice Guide. Report on the EU Anti-discrimination directive from Eurocities Anti-discrimination Exchange.
 
 
8. Non-discrimination work in practice: the example of Barcelona
 
Barcelona City Council (2016) A PRACTICAL GUIDE FOR ANTI-RUMOUR AGENTS. How to fight rumours and
stereotypes about cultural diversity in Barcelona.
 
Barcelona Discrimination Observatory report 2019.
 
 
9. Participation and representation of immigrants
 
Zapata-Barrero, R (2017) How do political parties deal with the “diversity gap”? Democratic deficits and party strategies.
Ethnic and Racial Studies Vol. 40. DOI: 10.1080/01419870.2016.1259486
 
Cashmore, E. (2001) The experiences of ethnic minority police officers in Britain: under-recruitment and racial profiling in a performance culture. Ethnic and Racial Studies, Vol 24:4.
 
 
10. Coping with discrimination. Immigrant reactions against social exclusion
 
Schierup, C-U., Ålund, A. and Kings, L. (2014) Reading the Stockholm riots - a moment for social justice? Race & Class, (55), 3.
 
Bursell, M (2012) Name change and destigmatization among Middle Eastern immigrants in Sweden. Ethnic and Racial Studies, Volume 35.

Teaching Methods

 

The course will be primarily based on 10 sessions composed by lectures by the professor of the (1.5-2 hours/session) followed by a seminar (1-1.5 hours/session) in which students will make a brief presentation of the key arguments developed through a critical reading of the readings followed by open discussion.
 
Prior to the lectures, students must have carefully and critically read the text assigned as a required reading for each session to establish a dynamic interaction within the class to better grasp the main ideas and concepts addressed by each topic of the program. Each seminar will be structured around a number of topics for discussion, based on the readings for that day. After the first day of class, we will proceed to arrange the order of the presentations of the policy proposals during the seminars.
 
At the end of the second quarter each student must submit a project or research working paper resulting from his/her own research on a topic agreed upon with the professor beforehand.

 

Evaluation

 

 

The evaluation of the students participating in this course will be based on three main components:

  • Drafting of a Research Project or a Working Paper about a topic related to the course. The content of this document will have to be negotiated with the professor between the third and fourth session of the course. Its length will be approximately 2,000 words, and it will be submitted at the end of the course (50% of the mark).
  • Class presentation of a short Policy Proposal related to the content of the course (25% of the mark)
  • Active participation during the class debates and discussion of the readings (25% of the mark)

 

Bibliography and information resources

 

To consult the bibliography please check the Contents section. All readings for the course will be distributed in class, or downloadable through the link following each publication.