International Migration and Ethnic Relations I (30 credits)

The course is part of the main field International Migration and Ethnic Relations on intermediate level (31-60 credits).

This course seeks to deepen the understanding of the main theoretical perspectives relating to international migration and integration with a special focus on Europe. An important focus is how different historical trajectories have influenced contemporary approaches to migration within Europe; as well as how contemporary national and EU politics meets the challenges of migration. A broad spectrum of various types of migration will be discussed. The legal systems and the main governing bodies of migration will be discussed in a comparative European perspective. The students will learn to apply theories of migration on empirical case studies from different parts of Europe.

Upon completion of the course the student shall be able to:

• Analyze how historical trajectories have influenced contemporary approaches to migration within Europe.
• Show a critical understanding of the EU’s institutional migration structures.
• Describe different policy directions in the broad migration field being undertaken by different European countries and the EU.
• Identify and understand the different uses of the main theoretical perspectives in international migration theory.
• Critically apply concepts and theories of migration to empirical case studies from different parts of Europe.
• Critically approach contemporary research questions within the field of IMER.

Teaching is principally conducted in the form of lectures and seminars. A major part of the work consists of independent studies. Students are presumed to pursue their own reading and discussion groups.

The student’s performance is appraised by means of i) individual assignments (12 credits) and ii) through active participation and presentations in the seminars (3 credits).

Two individual exams are given, one after half time and the other after completion of the whole course. The examinations test knowledge and understanding of the IMER issues covered in the course as well as the student’s ability, within agreed timetables and in line with other examination requirements, to critically analyze, evaluate and resolve IMER questions.

Students who do not pass the regular course exams have the minimum of two re-take opportunities. Re-takes follow the same form as the original exams, apart from re-takes for seminar participation, which take the form of individual written assignments.

• De Genova, N. (Ed.). (2017). The borders of ‘Europe’: Autonomy of migration, tactics of bordering. Duke University Press.
• Kenealy, D., Peterson, J. & Corbett, R. (eds.) (2018) 5th edn, The European Union: how does it work?, Oxford University Press
• Micinski, N. R. (2022). Delegating responsibility: international cooperation on migration in the European Union, University of Michigan Press.
• Hampshire, J. (2013). The Politics of Immigration, Cambridge: Polity
• Torpey, J. C. (2018). The invention of the passport: Surveillance, citizenship and the state. Cambridge University Press. Introduction, chapter 1 and conclusion

+ Kompendium med articlar

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

The syllabus is a translation of a Swedish source text.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format.