IMER I (30 credits), at least 25 credits completed

Together with IMER II: Europe and International Migration (IM258L, 15 credits), IMER II: The Challenges of Ethnic Diversity, the course constitutes the 31-60 level within the main field of International Migration and Ethnic Relations.

The course will first deal with ethnic diversity, perspectives such as religion and cultural identity, minorities, post-colonialism, gender and everyday practices etc. The questions in focus will be discussed from both a minority and a majority perspective. The major part of the course will be devoted to project work in which the students, supported by supervisors, will apply theoretical perspectives on phenomena in our contemporary world.

The student should be able to:

• Identify and describe the use of the concept of ethnic diversity within and outside academia.
• Identify, analyze and critically reflect on the challenges of ethnic diversity on various levels of society.
• Apply the earlier acquired knowledge from IMER I on societal phenomena in the contemporary world and; both orally and in writing, make presentations based on in-depth knowledge of ethnic diversity and its challenges.
• Critically approach contemporary research questions within the field of IMER.

Teaching is principally in the form of lectures and seminars, and requires individual work. Students are expected to be well prepared during lectures and seminars.

The course assessment consists of two exams, one 5 credit exam graded pass/fail and one 10 credit exam graded A-U.

• Alba, Richard & Foner, Nancy (2017) Strangers no more, Immigration and the challenges of integration in North America and Western Europe. Princeton: Princeton University Press. 4 Chapters
• Alba, Richard & Nee, Victor (2003), Remaking the American mainstream, Assimilation and Contemporary Migration, Massachusetts: Harvard University Press. 6 Chapters
• Brubaker, Rogers (1992) Citizenship and Nationhood in France and Germany, Massachusetts: Harvard University Press. 7 Chapters
• Castles, S and Davidson, A, (2000) Citizenship and Migration: Globalization and the Politics of belonging, New York: McMillian. 4 Chapters
• Chin, Rita (2017), The crisis of multiculturalism in Europe: A History, Princeton: Princeton University Press. 2 Chapters
• Favell, Adrian (2001), Philosophies of Integration: Immigration and the Idea of Citizenship in France and Britain, Basingstoke: Palgrave Macmillan (2nd Edition). 3 Chapters
• Garcés- Mascareñas, Blanca and Rinus Pennix (2016) (eds), The Concept of Integration as an Analytical Tool and as a Policy Concepts, Springer Open. (201 pages). 2 Chapters
• Hampshire, James (2013), The Politics of Immigration: Contradictions of the Liberal State. Cambridge and Maiden, MA: Polity Press. 1 Chapter
• Kymlicka, Will (2002), Contemporary Political Philosophy, New York: Oxford University Press, (Second Edition). 1 Chapter
• Marco Martiniello and Jan Rath (2010), Selected Studies in International Migration and Immigrant Incorporation, Amsterdam: Amsterdam University Press. 5 Chapters
• Rattansi Ali (2011) Multiculturalism A Very Short Introduction, Oxford: Oxford University Press. 1 Chapter
• Pennix, Rinus, Berger, Maria & Kraal, Karen (eds.) (2006), The Dynamics of International Migration and Settlement in Europe, Amsterdam: Amsterdam University Press. 2 Chapters
• Şahin-Mencütek, Z., Gökalp-Aras, N. E., Kaya, A. & Rottmann, S. B. 2023. Syrian Refugees in Turkey: Between Reception and Integration. 1 chapter
• Sniderman, Paul M., and Hangendoorn (2009), When Ways of Life Collide: Multiculturalism and Its Discontents in the Netherlands, Princeton University Press. 5 Chapters

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.

If a student has an individual decision on pedagogical support, the examiner has the right to offer adjusted pr alternative assessment methods.

The syllabus is a translation of a Swedish source text.