Week |
Subject |
Related Preparation |
1) |
Introduction |
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2) |
Migration 101 |
S. Castles, de Haas, H., & Miller, M. J. (2014) The Age of Migration: International Population Movements in the Modern World 5th (fifth) Edition, Chapter 1, p. 1-20. |
3) |
European Union 101 & Area of Justice, Freedom and Security in the EU |
Marhold, H. (2016). The European “Area of Freedom, Security and Justice” : its evolution and three fundamental dilemmas. L'Europe en Formation, 3(3), 9-24. https://doi.org/10.3917/eufor.381.0009
Geddes, A., & Scholten, P. (2016). “Towards common European migration and asylum policies?” in The politics of migration and immigration in Europe. Sage.
Huysmans, J. (2000). The European Union and the securitization of migration. JCMS: Journal of Common Market Studies, 38(5), 751-777. |
4) |
Free movement of European citizens and Schengen |
Guild, E., Brouwer, E., Groenendijk, K., & Carrera, S. (2015). What is happening to the Schengen borders?. CEPS Paper in liberty and security in Europe, 86.
EUR-Lex, “The Schengen area and cooperation”, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=legissum%3Al33020
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5) |
EU Entry/Exit System and the governance of external borders
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Hess, S., & Kasparek, B. (2017). Under control? Or border (as) conflict: Reflections on the European border regime. Social Inclusion, 5(3), 58-68.
FRONTEX European Border and Coast Guard Agency: https://frontex.europa.eu/
Triandafyllidou, A., & Bartolini, L. (2020). Irregular Migration and Irregular Work: A Chicken and Egg Dilemma. In Migrants with Irregular Status in Europe (pp. 139-163). Springer, Cham.
Bigo, D. (2005). Frontier controls in the European Union: who is in control?. Controlling frontiers: Free movement into and within Europe, 49-99.
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6) |
Labour and student migration to the EU |
Riaño, Y., Van Mol, C., & Raghuram, P. (2018). New directions in studying policies of international student mobility and migration. Globalisation, Societies and Education, 16(3), 283-294.
Consterdine, E., & Samuk, S. (2018). Temporary migration Programmes: The cause or antidote of migrant worker exploitation in UK agriculture. Journal of International Migration and Integration, 19(4), 1005-1020.
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7) |
The EU asylum policy and the challenges against a Common European Asylum System |
Bauböck, R. (2018). Refugee protection and burden‐sharing in the European Union. JCMS: Journal of Common Market Studies, 56(1), 141-156.
EASO European Asylum Support Office: https://www.easo.europa.eu/
Carrera, S., Blockmans, S., Gros, D., & Guild, E. (2015). The EU's Response to the Refugee Crisis: Taking Stock and Setting Policy Priorities. CEPS essay, (20/16). |
8) |
MIDTERM EXAM |
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9) |
Politicization of migration in the EU: public attitudes & political discourses |
Börzel, T. A., & Risse, T. (2018). From the euro to the Schengen crises: European integration theories, politicization, and identity politics. Journal of European Public Policy, 25(1), 83-108. |
10) |
Externalization of migration management & the relations with the non-EU countries |
Üstübici, A., & İçduygu, A. (2019). Border closures and the externalization of immigration controls in the Mediterranean: A comparative analysis of Morocco and Turkey. New Perspectives on Turkey, 60.
İçduygu, A., & Aksel, D. B. (2014). Two-to-tango in migration diplomacy: Negotiating readmission agreement between the EU and Turkey. European journal of migration and law, 16(3), 337-363.
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11) |
Migration and asylum in the context of Turkey-EU relations
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İçduygu, A. (2015). Turkey's evolving migration policies: A Mediterranean transit stop at the doors of the EU. Istituto affari internazionali.
İçduygu, A., & Aksel, D. B. (2013). Turkish migration policies: A critical historical retrospective. Perceptions, 18(3), 167.
|
12) |
Turkish citizens’ mobility in the EU |
Seçil Paçacı Elitok, “A Step Backward for Turkey?: The Readmission Agreement and the Hope of Visa Free Europe”, IPC Mercator Policy Brief, December 2015.
Karadağ, S. (2019). Extraterritoriality of European borders to Turkey: an implementation perspective of counteractive strategies. Comparative Migration Studies, 7(1), 1-16. |
13) |
Turkey-EU borders: “2015 crisis” and its aftermath |
İşleyen, B. (2018). Turkey’s governance of irregular migration at European Union borders: Emerging geographies of care and control. Environment and Planning D: Society and Space, 36(5), 849-866.
Öner, Selcen “Turkey as a Strategic Partner of the EU during the Refugee Crisis: The Challenges and Prospects”, Timofey Agarin and Nevena Nancheva (Eds), A European Crisis: Perspectives on Refugees, Solidarity and Europe, Stuttgart: ibidem-Verlag Pub., 2018.
Saatçioğlu, B. (2020). The European Union’s refugee crisis and rising functionalism in EU-Turkey relations. Turkish Studies, 21(2), 169-187.
Muftuler-Bac, M. (2020). Turkey and the European Union Refugee Deal: Assessing Turkish Migration Policies and the External Protection of European Borders. MAGYC project.
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14) |
REVISION & Q/A SESSION |
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Program Outcomes |
Level of Contribution |
1) |
To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. |
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2) |
To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. |
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3) |
To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). |
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4) |
To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). |
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5) |
To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. |
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6) |
To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. |
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7) |
To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. |
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8) |
To gain the basic knowledge and skills necessary for psychological assessment and evaluation. |
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9) |
To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. |
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10) |
To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. |
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11) |
To have problem solving skills and to be able to develop the necessary analytical approaches for this. |
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12) |
To be able to criticize any subject in business and academic life and to be able to express their thoughts. |
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