BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| PERFORMING ARTS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| POL3612 | International Migration | Spring Fall |
3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assoc. Prof. ESRA ALBAYRAKOĞLU |
| Recommended Optional Program Components: | None. |
| Course Objectives: | The aim of this course is to offer students the opportunity to familiarize and engage with the debates, theories and research on the political aspect of different migratory movements and post-migratory processes. To be able to grasp different types of movements and their political repercussions, the course is divided under three main subsections of migrants, refugees and diasporas. The course also aims at improving the written and oral communication skills of the students, as well as analytical reasoning and creativity. |
Learning Outcomes
|
The students who have succeeded in this course; Students who successfully complete this course: 1. Evaluate the political dimensions of international migration; 2. Gain knowledge about migration and asylum movements in history and in the current period; 3. Make sense of the relationship between social processes that cause and are created by migration; 4. Comprehend legal and institutional processes of different types of migration; 5. Evaluate the migration processes in Turkey in the context of its global position, together with its causes and consequences. |
Course Content
| Migration theories and trends; the emergence of migration states; citizenship, rights and identities; incorporation policies; border policies; irregular migration, securitization and politicization of migration; national and international asylum regime; the rise of diasporas and transnational identity politics; diaspora inclusion policies; Turkey’s position as a migrant receiving and sending country. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Introduction | International Organization for Migration, Key Migration Terms: http://www.iom.int/key-migration-terms International Organization for Migration, World Migration Report, https://worldmigrationreport.iom.int UN 1951 Refugee Convention: http://www.unhcr.org/3b66c2aa10 Migrant Integration Policy Index: http://www.mipex.eu/ |
| 2) | Migration theories and trends | De Haas, H., Czaika, M., Flahaux, M. L., Mahendra, E., Natter, K., Vezzoli, S., & Villares‐Varela, M. (2019). International migration: Trends, determinants, and policy effects. Population and Development Review, 45(4), 885-922. https://onlinelibrary.wiley.com/share/CZ57SJDKDJZRAU2EPDHP?target=10.1111/padr.12291 Önerilen okumalar Read: Massey, D. S., Arango, J., Hugo, G., Kouaouci, A., Pellegrino, A., & Taylor, J. E. (1993). Theories of international migration: A review and appraisal. Population and development review, 431-466. |
| 3) | Emergence of migration states | Hollifield, J. F. (2004). The emerging migration state. International migration review, 38(3), 885-912. Önerilen okumalar Torpey, J. (1998) “Coming and Going: On the State Monopolization of the Legitimate ‘Means of Movement’,” Sociological Theory Vol. 16, No. 3: pp. 239-259. |
| 4) | Citizenship, rights and identities | Bloemraad, I., & Sheares, A. (2017). Understanding membership in a world of global migration:(How) does citizenship matter? International Migration Review, 51(4), 823-867. |
| 5) | Incorporation policies | Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of refugee studies, 21(2), 166-191. Önerilen okumalar A. Favell (2010) Integration and nations: the nation-state and research on immigrants in Western Europe, In M. Martinello and J. Rath, Selected Studies in International Migration and Immigrant Incorporation |
| 6) | Borders and border policies | D. Fassin (2011) Policing Borders, Producing Boundaries. The Governmentality of Immigration in Dark Times, Annual Review of Anthropology, 40: 213-226. Frontex https://frontex.europa.eu/ Önerilen okumalar W. Walters (2015) Migration, vehicles and politics: Three theses on viapolitics, European Journal of Social Theory, 18(4): 469-488. |
| 7) | MIDTERM EXAM | |
| 8) | Irregular migration, securitization and politicization of migration | Read: D. Bigo (2002) ‘Security and Immigration: Toward a Critique of the Governmentality of Unease’, Alternatives 27, p. 63-92. Önerilen okumalar M. Collyer (2006) Migrants, Migration and the Security Paradigm: Constraints and Opportunities, Mediterranean Politics, 11:2, 255-270. |
| 9) | National and international refugee regime | S. Martin (2010), Forced Migration, the Refugee Regime and the Responsibility to Protect, Global Responsibility to Protect 2: 38-59. Convention and Protocol Relating to the Status of Refugees, available at https://www.unhcr.org/3b66c2aa10 UN General Assembly, New York Declaration for Refugees and Migrants, available at https://www.unhcr.org/57e39d987 Önerilen okumalar Aleinikoff, T. A. (2017). Toward a Global System of Human Mobility: Three Thoughts. AJIL Unbound, 111, 24-28. |
| 10) | Rise of diasporas and transnational identity politics | R. Bauböck, & Faist, T. (2010) Diaspora and transnationalism: Concepts, theories and methods (p. 360). Amsterdam University Press, p. 9-34. Önerilen okumalar E. Østergaard-Nielsen (2003) The politics of migrants’ transnational political practices. International migration review, 37(3), 760-786. Basch, Linda; Glick Schiller, Nina & Szanton Blanc, Cristina (1994) Nations unbound: transnational projects, postcolonial predicaments and deterritorialized nation-states, Amsterdam: Gordon and Breach, p. 1-21. |
| 11) | Diaspora engagement policies | A. Gamlen (2014) Diaspora Institutions and Diaspora Governance, International Migration Review, p. 180-217. Önerilen okumalar Delano & A. Gamlen (2014) Comparing and theorizing state-diaspora relations, Political Geography, 41, p. 43-53. |
| 12) | Turkey as a country of migration | A. İçduygu & D. Aksel (2013), ‘Turkish migration policies: A critical historical retrospective’, Perceptions. Directorate General for Migration Management, https://www.goc.gov.tr/ F. Adamson (2019), ‘Sending States and the Making of Intra-Diasporic Politics: Turkey and Its Diaspora(s), International Migration Review, 53(1), p. 210-236. D. Aksel, D. B. (2014). Kins, distant workers, diasporas: constructing Turkey’s transnational members abroad. Turkish Studies, 15(2), 195-219. Presidency on Turks Abroad and Related Communities, https://www.ytb.gov.tr/ |
| 13) | Group presentations | |
| 14) | REVISION & Q/A SESSION |
Sources
| Course Notes / Textbooks: | Weekly readings will be uploaded on ItsLearning at the beginning of the semester. Please note that all book chapters and articles listed on the syllabus are also accessible through the BAU Library. The PPT files will be shared on ItsLearning following each class. ------- Haftalık ders okumalarının tamamı, dönem başında ItsLearning’e yüklenir. Ders izlencesinde yer alan tüm kitap bölümleri ve makalelere BAU Kütüphanesi’nden de erişilebilir. PowerPoint dosyaları, hafta bazında ve işlenen ders sonrasında ItsLearning’e yüklenir. |
| References: | Articles in Course Package --- Ödevlere dair kılavuzlar dönem başında Itslearning’e yüklenir. |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Presentation | 1 | % 10 |
| Project | 1 | % 35 |
| Midterms | 1 | % 15 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 25 | |
| PERCENTAGE OF FINAL WORK | % 75 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Workload |
| Course Hours | 12 | 36 |
| Study Hours Out of Class | 12 | 80 |
| Presentations / Seminar | 1 | 4 |
| Project | 5 | 20 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 144 | |
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). | 2 |
| 2) | They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | 2 |
| 3) | They are aware of national and international values in performing arts. | 2 |
| 4) | Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. | 1 |
| 5) | They have the sensitivity to run a business successfully in their field. | 3 |
| 6) | Develops the ability to perceive, think, design and implement multidimensional from local to universal. | 3 |
| 7) | They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. | 2 |
| 8) | They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | 3 |
| 9) | They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | 1 |
| 10) | They follow English language resources related to their field and can communicate with foreign colleagues in their field. | 1 |
| 11) | By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | 3 |
| 12) | They can produce original works within the framework of an interdisciplinary understanding of art. | 2 |
| 13) | Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | 3 |
| 14) | Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. | 2 |
| 15) | They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. | 3 |