Global Migration

POLT 33500-01
Crossing Borders / Global Migrations
MWF 12-12:50pm Williams 211 Hill 54
Spring 2013
Prof. Chip Gagnon
324 Muller Center
tel. 274-1103
Office hours: MWF 10-11pm and by appointment

Go to daily reading assigments

Last revised 4/26/2013


– Crossing Borders blog
– Migration News 
– Migration Information Source
– Immigration Policy Center
– Immigration agencies of countries around the world
– Other migration links



The movement of people across borders is a central political issue throughout the world.  In North and South, East and West, the issue of migration is a controversial one that has at times even become the focus of violence.  Although most of us are aware of the mobility of goods and capital in a global economy, we tend to be less aware that the mobility of labor too is an integral part of the global economic system, or that most migration takes place not between North and South, but within the South.  We also tend to forget that the movement of people, both as workers and as refugees, is not a new phenomenon. But we also lose sight of the fact that the vast majority of the world’s population, including in the poorest countries, do not migrate across international borders.

The movement of people from their homelands into other parts of the world changes the migrants themselves as well as the receiving communities.  Population mobility across international borders and the resultant diasporas or transnational communities thus raise questions about the meanings of borders; the nature of identity and culture and their relationship to politics; and the realities of multiculturalism even in places that think of themselves as monocultural.

Given the centrality of population movements to global politics, this course seeks to answer some of the following questions:

  • Why do people migrate?
  • Why do the vast majority of people around the world not migrate?
  • How does immigration differ from other forms of population movement?
  • What is a refugee, and how does a refugee differ from other kinds of migrants?
  • What does migration tell us about the meaning of borders?
  • How does population mobility highlight the challenges to nation-states and to national identity?
  • How is migration related to other processes of globalization?
  • How is it related to xenophobia and other forms of violence against immigrants?
  • How does population movement affect the migrants themselves, and the local communities where they live?

These are a few of the questions that will be informed by our examination of cases from around the globe, using a range of texts, including journalistic accounts, academic writings, theorizations of migration, fiction, films, and the words of migrants themselves.  We’ll also consider how movement in our own lives has shaped us, and how it fits into broader notions of migration.  We’ll examine migration from the macro, structural perspective, as well as the local perspective, including a consideration of migrant workers in the western New York and Finger Lakes region.

We will also be learning the process of writing a major research paper. You’ll be expected to come up with a question or puzzle relating to the theme of the course to a subject that is of interest to you, and to develop a strategy for answering that question.



Course materials

Required texts:

Important: These books are available at Buffalo Street Books downtown (Buffalo St in the Dewitt Mall), and can be ordered, by telephone (607) 273-8246, or preferably, by email (

If you order this way, there is no sales tax or delivery charge;
If you order by Tuesday 1/22 your books will be delivered to you on the first day of class at no charge.

  • Stephen Castles and Mark J. Miller, The Age of Migration: International Population Movements in the Modern World (4th edition, 2009). Be sure to get the 4th edition, it differs substantially from earlier editions.
  • Jason Riley, Let Them In: The Case for Open BordersWhen you place your order at Buffalo Street Books, be sure to:
    – say you’re ordering for this class: “Gagnon, Crossing Borders/Global Migration” at Ithaca College;
    – give the title and author of the books being ordered (above);
    – give your credit card number including expiration date. They accept Mastercard, VISA and Discover (No AmEx). They can also accept payment via PayPal, as long as you have a previously established PayPal account. Confirmation will be sent by email.

Other required readings:

  • Most of the other required readings are in a Course Reader, a packet of photocopies (page numbers in class assignments refer to Course Reader).  The course reader can be purchased in the Dept. of Politics Office, 309 Muller Center, cash or check made out to Ithaca College.
  • Films: We will see at least four films over the course of the semester; these films illustrate various aspects of migration that are covered by the course
  • Journey of Hope (Switzerland-Turkey) Wed 2/13, 6:35pm Textor 101
  • Lost Baggage (South Korea)
  • 9500 Liberty (US)
  • District 9 (South Africa) Tuesday 4/23, 8pm CNS 112
  • Hate (La Haïne) (France) (Click for official guide to the film)
  • Students are also strongly encouraged to follow issues related to international population movements, refugees, immigration, etc. in the news.

Readings listed as “Required” are mandatory and serve as background for class discussions.  The readings are of varying complexities; some are quite difficult.  If you have any questions on the readings, please ask in class, stop by my office, or e-mail me.  I would suggest that you take notes on the readings as you do them, including questions about the reading or things that are unclear.  The amount of reading is generally small enough that you should have time to carefully read and take notes on the readings before each class.

I expect you to do the readings and be prepared for each class. If I perceive a pattern of neglect in this area, I reserve the right to unilaterally drop you from the class.

I may also hold unscheduled “pop” quizzes on the readings.

If you do not understand the readings after we discuss them in class, please see me immediately.  Some of the readings are very challenging, and I expect you to speak with me if anything is not clear.


What does “doing the readings” mean?

It doesn’t mean just sitting down and mechanically going through the articles; that’s a sure way to make even an interesting article boring.

Reading is an active and interactive process between the reader and the text.  If you’re really reading a text you are also reacting to it.   I’ve included a wide range of texts in order to provoke a wide range of responses from readers.

Reading should also be a reflective process.  To really understand an article deeply it is usually necessary to read it and think about it, and then read it again, and think about it, and discuss it with others, write about it and read it yet again.  I’ve found that even after many readings, when I read a text in order to explain it to someone else I get new perspectives on the author’s arguments and assumptions, on the text’s strengths and weaknesses.

So when I say “do the readings,” I mean “engage yourself with the ideas of the text.”  I understand that some of the texts are quite complex and that not all of them are entertaining.  But struggle is part of the reading experience.  If something’s not clear, if it’s confusing, talk about it with others outside of class, and/or bring it up in class.  As I mentioned above, taking notes on a text while you read it or re-read it is also a very good way to engage the text and to make sure you understand it.

Reading Methodology:

I’d like you to involve yourself in the text so that reading is an interactive experience.  Here’s a suggestion:

As we do the readings and then discuss them, I’d like to have us think of them not only as political arguments or analyses, but rather as stories, or more specifically as different genres of stories all looking at a similar phenomenon.  In this case we are considering stories that all involve the movement of people across borders.

Any story has main characters, both positive and negative; beginning situations, that is, the place or state in which the characters are at the start of the story, including motivations for movement; and ending situations, the place or state in which the characters find themselves at the end.  In between are various kinds of events and experiences that the characters go through.  Often, these experiences have major impacts on the characters, such that the end state is significantly different from the beginning; that is, the end or the end-to-be finds the characters in (perhaps) a different situation.  Often they themselves are changed, but just as often they also change the people with whom they have come into contact, as well as the places they have been.

In stories about immigration and migration, the key event is movement. But what kind of movement? What “stories” are the authors of our readings telling about the movements of humans across borders?  What makes immigration a special kind of movement? How does movement cause change?  What kinds of meanings are given to the borders and to what is inside the borders?  Keep in mind that in these stories the authors can make the main characters be individuals (either migrants or “natives”), groups of people, and/or entire countries.

In your first written assignment you’ll be asked to think about movements that you’ve done in your life, why you’ve done them, how they’ve affected you, how they’ve affected the people in the places from which and to which you moved.  Also think about the concept of “border” or “boundary.” How does the way we think about boundaries determine how we think about what’s inside those boundaries?

By looking at migration and immigration in these ways, I hope we will have a constructive and innovative set of discussions on this topic. It should also provide some interesting insight into the set of readings we’ll be discussing over the course of the semester, and provide us with new insights into the movement of people across borders but also into racism, multiculturalism, and other questions of identity and culture.

Course objectives

In addition to the objectives listed above, this course also has the following objectives as part of the overall Politics Departmental goals:

  • Students will demonstrate a capacity for critical writing
  • Students will demonstrate global awareness and understanding
  • Students will demonstrate critical self-consciousness about their ethical positions vis-à-vis political and civic life
  • Students will demonstrate sensitivity to and understanding of multiple perspectives, eg, class, race, gender, ethnicity, and sexuality.
  • Students will demonstrate a capacity to apply ideas to lived contexts

Grading and Written assignments

The goal of the course is to get us to think critically about the notion of migration, and thus about the concepts of borders, groupness, movement, culture and identity.  The written assignments are meant to be an integral part of this process.  But so too are class participation and the readings themselves.

Class participation will count for 20 percent of the grade.  Learning is an active process; if you think about the things you’ve learned the best, they’re usually things that you haven’t sat back passively and “absorbed,” but rather things that you learned by actively taking part and practicing.  I therefore expect each of you to be active participants in your learning.  To be an effective participant also means having done the readings and being prepared to take part in discussions.  All of these will go into your class participation grade, which includes:

  • Attendance. I expect students to be present at every class. For every absence after the fourth one, your final grade will be reduced by 1/3 of a grade (that is, from an A to an A-, for example).
  • Being prepared. I expect you to have done the assigned readings for the day and to have thought about them before class.
  • Participation. Classroom discussion of readings is a key part of the learning process. By actively taking part you also improve your chances of doing well on the written assignments.
  • No electronic devices. During class all electronic devices must be turned off. This includes laptops, cell phones, iphones, etc. If you cannot bear to be parted from your device, you should take another class. Texting, checking email, etc. in class will count as an absence for that day.

Written Assignments will count for the remaining 80 percent of the grade. 
– The grade is reduced by 1/3 of a grade for each day an assignment is late (for example from A to A-).

– To pass the course you must hand in all of the written assignments, including those that are ungraded.

  • Essay #1 due M 1/28 (ungraded). Think about movement in terms of your own life and family. In a short (3-4 page) essay, answer the following questions: Where do you come from? What kinds of migrations have you and/or your family undertaken? Why did the move(s) occur?  What kinds of borders did you cross?  How did the move(s) change or affect you?  Explore the question broadly: consider changes in your sense of dependence, freedom, age, class, desires, habits. Also think about why you did not move at certain times (or perhaps ever).  More generally I’d like you to think about the relationship between where you come from, where you are, and who you are.
  • Family migration chart (ungraded). This is at the front of the course reader and will also be handed out on the first or second day of class. Find out as much of the information as you can, focusing in particular on the kinds of moves your family has made, whether rural to urban or between urban areas; the motivations for the moves: why move away from a particular place? Why move to a particular place? We will discuss these over the course of the semester. Please have it completed (even if you have to include “don’t know”) by the beginning of February.
  • Essay #2 due F 2/15, 4pm (20 percent). Short essay on the Histories section.  Question to be handed out in class.
  • Short response on Asylum and refugees, due F 3/22 (ungraded). Compare US asylum and refugee policies to those of one other country of your choice, based on official government information (see syllabus assignment for W 3/21 – F 3/23): 2-3 pages.
  • Essay #3 due F 4/5, 4pm. (25 percent). Short essay on the Theory and Migration and Migrants sections. Question to be handed out in class.
  • Film reaction papers (ungraded). For the films we see this semester you will write a 2-3 page reaction that links the film to the assigned readings. The reaction paper is due at the start of the class following the screening.
  • Journey of Hope (Swiss-Turkish production)
  • Lost Baggage (South Korea) (in class 3/27)
  • 9500 Liberty (US) (in class, 4/12 and 4/15)
  • Hate (France)
  • Migration research paper (30 percent). This entails a series of assignments leading up to the writing of a research paper on a migration system of your choice. You will choose a migration system to focus on; identify the factors that explain the existence and continuation of that system; identify the kinds of evidence and sources you will use; how you will evaluate those sources; submit an annotated bibliography; and write a 10-12 page research paper on your topic. We will discuss this assignment in class prior to the first assignment’s due date. (Link to assignment)
  • Assignment 1, Topic, due F 4/12, 4pm
  • Assignment 2, Annotated Bibliography, due F 4/26, 4pm
  • Final paper due during finals week, Tu 5/7, 5pm F 5/10, 4pm: Please submit on Sakai
  • Ungraded assignments (5 percent) collectively count for 5 percent of your final grade.

You cannot pass the course unless you have handed in all written assignments.


Meaning of grades:
A = excellent: intense effort and remarkable achievement.
B = good: good effort and pretty good understanding
C = okay: barely adequate amount of effort or effort that is somewhat misfocused or mistargeted
D = inadequate effort or mistargeted effort
F = little or no effort or complete misunderstanding of expectations

If you get below a C, you should immediately come to see me so we can discuss your paper or exam.

If you have any questions about the class, the readings, the discussions, or anything else, I will be more than happy to meet with you either during office hours or at some other time. To schedule another time please see me after class, or contact me by e-mail or phone (274-1103).

Daily Reading Assignments

Last revised 5/1/2013

Go to assignments for:
1/23-1/25 Introduction | 1/27-2/6 Global Migration: Historical Background | 2/8-2/24 Causes of Global Migration: Theoretical understandings | 2/27-4/4 Migration and Migrants | 4/6-5/4 Migration and Multicultural Societies 


I. Introduction: How do we think about immigration and immigrants?

W 1/23 Introductions: Migrations and movements
We’ll meet each other and talk a bit about our own experiences with movement and borders.
F 1/25 Images of Immigrants and Immigration
Required readings:
– Castles and Miller, Chapter 1, “Introduction”
– “Migration after the crash: Moving out, on and back” pp.3-5
– Family Migration Chart (to be discussed in class), p.2
– BBC Poll Results, p.6
Links of interest:
– Immigration agencies of various countries

II. Global Migration: Historical background

M 1/28 Theories of International Migration
Required reading:
– Castles and Miller, Chapter 2, “Theories of Migration” up to page 33.
Morawska, “Origin and Process of Immigration to the US”, pp.7-13
Essay #1 due M 1/28:
Think about movement in terms of your own life and family. In a short (3-4 page) essay, answer the following questions: Where do you come from? What kinds of migrations have you and/or your family undertaken? Why did the move(s) occur?  What kinds of borders did you cross?  How did the move(s) change or affect you?  Explore the question broadly: consider changes in your sense of dependence, freedom, age, class, desires, habits. Also think about why you did not move at certain times (or perhaps ever).  More generally I’d like you to think about the relationship between where you come from, where you are, and who you are.
W 1/30 International Migration: History
Required reading:
– Castles and Miller, Chapter 4, “International Migration before 1945”
F 2/1 Immigration into the US: Changes over time
Required reading:
– Piore, from Birds of Passage, “Historical evolution of long-distance migration in US”, pp.14-29
To think about:
What has been the driving force behind migration to and within the US from Piore’s perspective? If this were a story, who would be the characters and what are their motivations? What changes over time?

M 2/4 US immigrant experience: late 19th century
Required reading:
– Proulx, Accordion Crimes, part 1, pp.30-48 (Also available online)
To think about:
Immigrant experiences then and now.
Suggested viewing:
The Gangs of New York (Miramax, 2003)
W 2/6 Immigration: Other experiences
Required reading:
– Emmer, “Immigration into the Caribbean: The Introduction of Chinese and East Indian Indentured Laborers between 1839 and 1917” , pp.49-65

III. Global Migration: Structural Forces

1. Capitalism (macrostructural)

F 2/8 Migration and migrants / Global Economy
Required reading:
– Castles and Miller, Ch. 10, “Migrants and minorities in the labor force”
Link of interest:
– 2011 US Dept of Homeland Security Yearbook of Immigration Statistics (pdf)
Suggested reading:
– Harris, “Introduction: Capitalism and Migration” in CR, pp.66-76
To think about:
What does capitalism have to do with migration? How does economic globalization — in trade, goods, services, and investments — drive labor migration?

2. Social networks (microstructural)

M 2/11 Migrations and social networks
Required reading:
– Harris, “Social Networks and Migration” in CR, pp.77-89
– Tilly, “Transplanted networks” in CR, pp.90-98
To think about:
What are social networks? How does looking at them help us to understand migration? Think about social networks and movements in your own life or the life of your family.

W 2/13 Film: Journey of Hope (111 minutes) Wed 2/13, 6:35pm Textor 101
Note: We will not be meeting for class on this day.

F 2/15 Discussion of Journey of Hope (in class)
To think about:
The connection between macrostructural and microstructural factors portrayed in the film. Also what do you think were the intentions of the film maker and the funders (Swiss and Turkish government)?
Essay #2 on Histories Section, due F 2/15 4pm (20% of grade)

3. Gender (microstructural)

M 2/18 Gendered Migration: The case of Mexico and the US
Required reading:
– Sotelo-Hondagneu, “Immigration, Gender and Settlement”, pp.112-125
– Sotelo-Hondagneu, “Gendered Immigration”, pp.126-136
To think about:
What do we learn about migration and migrants by examining them through the lens of gender?

4. Interaction of macro and micro structures

W 2/20 Migration: The rural to urban factor
Required reading:
– Gilbert and Gugler, “The Urban-Rural Interface and Migration”, pp.99-111
Videos of interest:
– Peasants Migrate (1996, China – video is 13:25 but repeats itself…)
– Migrant Workers – ( 2006, China)
– The Long Train Home (trailer) (2008, China; in IC library)
– Interview with migrant construction worker (2007, China, 2008)
– The story of India migrants (2010)
F 2/22 Why Most People Don’t Migrate
Required reading:
– Malmberg, “Time and Space in International Migration”, pp.148-162
To think about:
Why do most people not migrate? Think about the results of the BBC poll, p.6

IV. Migration and Migrants

M 2/25 States and Migration
Required reading:
– Castles and Miller, Chapter 8, “State and International Migration: The Quest for Control”, pp.181-188 (Employer Sanctions, Legalization programmes, and Temporary foreign worker admission programmes), and pp.201-205
– Text of International Convention on the Protection of the Rights of All Migrant Workers and Members of their Families (online only; not included in CR) (UN General Assembly, December 1990) In particular, focus on:
– Part III “Human Rights of all migrants workers and members of their families,” which applies to workers both documented and undocumented; and
 Part IV “Other rights of migrant workers and members fo their families who are documented or in a regular situation” which applies only to documented workers
– also check out the list of states that have ratified the treaty and think about which states are not on that list and why.
W 2/27 Migration to the Global North
Required reading:
– Castles and Miller, Chapter 4, “Migration to Highly-Developed Countries since 1945”
Article of interest:
“As jobs die Europe’s migrants head for home”
Video of interest:
– Migration Flow Management: A new European strategy (2009, 10:35)
– Integration of Immigrants: A challenge for Europe (2007, 24:23)

F 3/1 Migration into the US: Mexico
Required readings:
– Massey, “Closed Door Policy”, pp.216-218
– Bacon, “How US Policies Fueled Mexico’s Great Migration” pp.219-232
– Bacon, “Let’s stop making migration a crime” (online)
Video of interest:
– “Faces of migration: Returning to a foreign home” (Mexico, 7:50)
M 3/4 Migration into Western New York and the Agriculture Industry
Guest speaker: Mary Jo Dudley, Director, Cornell Farmworker Program
Required reading:
– Bowe, “Shameful Harvest”, pp.275-276
– “Dark Harvest: A Season in Apples”, pp.277-286
– “Inside Migrant Worker Camps”, pp.287-288
– Facts on Farmworkers in the US, p.289
– Facts on Farmworks in New York State, p.290
– “A profile of immigrants in the New York State Economy” pp.291-296
– Macher, “New York’s Farmworkers: Toward Local Fair Trade” p.297
– “Migrant farm workers in New York” p.298
– “Legalization of Undocumented Farmworkers in NYS”
– “Farmworker Impacts on Communities in NYS”
Links of interest:
– Map of all farms that applied for H2A visa in 2010 in NYS
– Farmworkers forum
– Cornell Farmworker Program
W 3/6 Migration into the US: Economics
Required reading:
– Riley, Introduction,
– Riley, Chapter 2 “Economics: Help Wanted”
– Riley, Conclusion
– “Immigrants, economy heading south” p.233
– Also look over the chart “What Part of Legal Immigration Don’t You Understand” p.233a
F 3/8 Migration into the US: policies
Required readings:
– Tobar, “The Wanderers” pp.234-249
– Lebo “Arizona’s Anti-Immigrant Law SB 1070” pp.250-256
– Jordan, “Arizona Squeeze on Immigration Angers Business”, pp.257-258
– Preston, “In Alabama, a harsh bill for residents here illegally” pp.259-260
– “Farms can’t find pickers” pp.261-262
– “Labor shortages, H-2A reform” pp.263-264
– Bernstein, “Companies use immigration crackdown to turn a profit” pp.265-270
– “Dayton Ohio Welcomes Immigrants as Policy Point” pp.271-274
In class:
“Alabama immigration law deterring investors” (2:52)
Link of interest:

– “Welcome Dayton Plan: Immigrant Friendly City” (official City of Dayton resolution and plan to attract immigrants) 
“Meet town bankrupted by private prison operators” (video, 3:05)
– “Fear and Loathing in Prime Time” (about cable news coverage of immigration in US)
3/11-3/15 Spring Break 
M 3/18 Migration into Japan
Required readings: 
– Cornelius, “Japan: Illusion of Immigration Control”, pp.184-202
– French, “Insular Japan Needs, but Resists, Immigration“, pp.203-204
– Onishi, “As Its Work Force Ages, Japan Needs and Fears Chinese Labor” pp.205-209
– Yamanaka, “Increasing gaps between immigration policies and outcomes in Japan” pp.210-215
Video of interest:
– China’s Human Traffic – Japan (ABC Australia, 2007, 15:48)
– Japan’s Ageing Economy (ABC Australia, 2005, 7:14)
Suggested reading:
– Skeldon, “China: An Emerging Destination for Economic Migration” 
Guide to Japanese Visas, Ministry of Foreign Affairs
To think about:

The tension between economic growth and the concept of the nation-state.

W 3/20 Migration within the Developing World
Required reading:
– Castles and Miller, Chapter 7, “Migration in Sub-Saharan Africa, the Middle East and North Africa, and Latin America”
– Harris, “The Sweated Trades in the Developing World”, pp.163-177
– Fattah, “In Dubai, an Outcry From Asians for Workplace Rights,” p.178
– Giuffrida, “U.A.E. Construction Workers Stranded, With No Pay and No Prospects” pp.179-183
Video of interest:
– Immigrants in Dubai (ABC news Australia) 
– “Gold-paved Gulf cities mere mirage for Indian migrants” (RT, 2012, 3:22)
– “Human rights of migrant workers in Singapore” (2010, 6:47)
– “Hidden faces of the Gulf Miracle” (2011, 10:03)*
– “African Immigrants Turn to Argentina for Opportunity” (2010, 7:00)*
– “Latin American immigrants ill-treated in Argentina” (2011, 2:44)*
F 3/22 Asylum and Refugees
Required reading:
– Castles and Miller, section “Refugees and Asylum,” pp.188-195
– Moorehead, “The homeless and the rightless” pp.299-310
– Drakulic, “High-heeled shoes,” pp.311-316
– Kristoff, “Seeking Asylum…” p.317
– “Definition of Refugee” US Citizenship and Immigration Service, pp.318
– “Affirmative Asylum Process at a Glance” US Citizenship and Immigration Service, pp.319-320
Video of interest:
– Asylum seekers in Australia — what kind of nation? (2010: 7:25)
– Asylum-seekers riot in Australia (2011, 1:33)
Links of interest:
– Refugee issues, from Human Rights First
– Institute of Race Relations, London. Information on asylum and refugees throughout Europe.
Written assignment due in class F 3/22
(ungraded): Compare US asylum and refugee policies to those of one other country of your choice, based on official government information (2-3 pages). (link to some migration agencies)
M 3/25 Asylum and refugees: Europe
Required reading:
 Schuster, “Turning refugees into ‘illegal migrants’: Afghan asylum seekers in Europe” pp.321-328
Links of interest:
– Photo essay on Afghan refugees in France (The Guardian, UK)
– Information on the Eurodac system (European Union official site)
– Information on “Dublin II” (European Union official site)
– Fotiadis & Ciobanu, “Closing Europe’s Borders Bcomes Big Business”
– Fotiadis & Ciobanu, “People pay for research against migrants”
In class:
– Discussion of research paper. Discussion of possible topics.

W 3/27 Film: Lost Baggage (immigrant workers in South Korea, 53 minutes)
Required reading:
– Lim, “Will South Korea Follow the German Experience?” pp.329-342

F 3/29
 Discussion of Lost Baggage
With filmmaker Changhee Chun

V. Migration and Multicultural Societies

M 4/1 The meanings of borders
Required reading:
– Castles and Miller, last part of Chapter 2, pp. 33-49
To think about:
Why and how borders and states came to be thought of in culturally homogenous ways. The relative modernity of the “nation-state” concept.

April 1 is the last day to withdraw from the course

W 4/3 – F 4/5 no class
F 4/5 Essay #3 on Theories and Migrants Sections due F 4/5, 4pm; submit online at (25% of grade) 

M 4/8 Critique of liberal multiculturalism 
Required reading:
– Hage, “Good White Nationalists”, pp.343-356

W 4/10 Racism, immigration, and whiteness: US
Required reading: 
– Roediger, “Whiteness and ethnicity in the history of white ethnics in the US”, pp.344-352
– Huntington, “The Hispanic Challenge”, pp.353-368
– “Three Cheers for Assimilation” (interview with Huntington), p.369
To think about:
How and why did the definition of who was “white” change over time in the US? How could someone who was Irish not be considered to be white?
F 4/12 – M 4/15 National identity, immigration and the US
In class: 9500 Liberty (80 mins)
Required reading:
– Casacchia, “Case Study” pp.370-372
– Gonzales and Sunnucks, “Driving While Hispanic” pp.373-374
– Riley, Ch.4 “Assimilation: The nativists are restless”
Research paper: Assignment #1 due, F 4/12, 4pm.

W 4/17 Migration and multicultural society: Germany
Required readings:
– Oezcan, “Germany: Immigration in Transition,” in CR, pp.375-382
– “‘Integration is the Second German Unification'” pp.383-385
– The Great Debate on Turkey and Turks” pp.386-392
– Kulish, “Shift in Europe Seen in Debate on Immigrants” pp.393-396
Link of interest:
– European Stability Initiative, “The Great Debate: Turks, Integration and Islam in Germany” 

F 4/19  No class

M 4/22 Migration and multicultural society: France
Required readings:
– Hamilton, “The Challenge of French Diversity“, pp.405-413
– Zappi, “French Government Revives Assimilation Policy“, pp.414-415
– Bouteldja, “Explosion in Suburbs“, pp.416-417
– “France and the Muslim Myth”, pp.480-482
– Huston, “Batman’s Politically Correct European Vacation” pp.483-485
– Khouri, “Racists totally freak out over Muslim ‘Batman of Paris‘” pp.486-490
Film of interest and readings on it:
– La Haine (Hate (97 minutes))
Official guide to the film (at IC library online)
– Essay on significance of Hate (La Haïne) in France, pp.397-404 in CR
Links of interest:
– First round French Presidential Election (4/22/12) results
– Front National official website
– Front National page on Immigration
– Interview with Marine Lepen, head of FN (RT, 2011)

Tu 4/23 Film: District 9 (South Africa, 2009, 112 minutes) CNS 112

W 4/24 Immigration and Multiculturalism: South Africa
Required readings:
– Daley, “New South Africa Shuts the Door on its Neighbors” pp.514-516
– “Unfair to see illegals as the job-snatchers” pp.517-519
– Croucher, “South Africa’s illegal aliens: constructing national boundaries in a post-apartheid state”, pp.520-541
– McGreal, “Thousands seek sanctuary as South Africans turn on refugees” pp.542-544
– “The Perfect Storm: The Realities of Xenophobia in Contemporary South Africa” pp.545-551
F 4/26 Shifts in European Migration: East to West
Required reading:
– Favell, “The New Face of East-West Migration in Europe” pp.491-506
To think about:
How and why migration patterns have shifted in Europe; the relationship between those shifts and macrostructural and microstructural factors; the relationship with the concept of nation.
Video of interest:
– “Awful weather, bad food: UK pranked by Romania ad campaign”
M 4/29 Immigration and Russia
Required reading:
– Putin, “Integration of post-Soviet space an alternative to uncontrolled migration” pp.507-513
– “Immigration Issue in Russia” blog post (online)
To think about:
– How the notion of “belonging”, especially in Hage’s sense, has been debated in Russian history, and how it differs from traditional European concepts of “nation-state”. Think also about Putin’s characterizations of Russia.
Research paper: Assignment 2, Annotated bibliography, due F 4/26, 4pm

W 5/1 Migration and citizenship: S. Korea and Japan
Required reading:
– Chung, “Workers or Residents? Immigrant incorporation in Korea and Japan” pp.552-573
To think about:
– the similarities and differences in these two cases. What explains the difference?
F 5/3 Immigration and citizenship: Europe
Required reading:
– “Swiss voters will assess immigrants” p.574
– “Swiss to decide on secret votes…” pp.575-578
– “Swiss reject new citizenship rule “ p.579
– “Dutch set would-be immigrants a ‘blue movie’ test” p.580
– “Testing the Limits of Tolerance” pp.581-582
– “Immigrants shine on US civics” p.583
Link of interest:
– Switzerland Immigration Laws 
– UK Citizenship sample questions
– more UK sample questions
– US Citizenship sample questions
– More US questions

To think about:
Who should be a citizen and why? Who should have rights? Who should be deprived of rights? Which rights?
M 5/6 Conclusion
Required reading:
– Garling, “Startup Ducks Immigration Law With ‘Googleplex of the Sea'” pp.584-586

Migration research paper due during finals week, Friday 5/10 4pm: Please submit on sakai (30 percent of grade) (Note: the final exam for this course is officially scheduled for Tu 5/7 from 4:30pm-7pm)