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SUMMER 2006ASPP 553 Minorities in
Europe
Instructor:
PhDr. Laura Laubeová &
guest speakers Time:
Summer term Tuesday & Thursday
18:00
– 21:10 This
course discusses and analyses major ethnic, racial, national, and religious
minorities in contemporary Europe from a sociological, political, legal,
historical and anthropological perspectives. It will look at broad range of
topic such as inclusive citizenship, identity, conflict, migration, minority
rights, international law, mority policy development and implementation. By
using case studies, student will deepen their understanding of the status and
condition of minorities in Europe, the roots of and solutions to ethnic conflict,
and gradually changing European conceptions of citizenship and the multicultural
state. COURSE TIMETABLE
Aims of the Course and Teaching ObjectivesThe
principles of equality, non-discrimination, observance of human rights and
protection of ethnic minorities are fundamental European values. Ethnic
discrimination in its various forms and manifestations has been made illegal
through the recent EU anti-discrimination directives, recognising that it is
harmful to the social and educational development of individuals and to Europe
as a whole. It can lead to
marginalised and socially excluded groups, unemployment and poverty in
ghettoised districts and negatively influence already disadvantaged regions. One
of the traditionally most severely marginalized and excluded groups have been
the Roma, Gypsies, and Travellers. The
course aims to explain reasons behind prejudice, stereotypes, and discrimination
against these ethnic groups and to introduce students to public and social
policy measures dealing with these negative phenomena at the global, European
and national levels. Course structure
The
course will be composed of 11 lectures followed by discussions-cum-seminars. The
first part of the course provides theoretical background to the study of
minorities in Europe It explains the terminology used in relation to this topic
and the controversies associated with it. It provides a closer look at the
liberal framework of multiculturalism and complements it with communitarian
aspects while the concept of ethnocultural justice is presented and analysed. The second part deals with impact of some of the concepts on policy development and implementation. It also provides an overview on international minority and human rights law and European legal instruments. Then it investigates the migration - asylum nexus and finally it deals with impact of history, namely holocaust, on current European politics. The
third part is dedicated to a case study of one of the most vulnerable minorities
in Europe, the Roma. An important component of this part of the course is field
visit carried out in a Romani community and a Romani NGO in Prague 5. In
preparation for the actual field visit, students will have mastered introduction
to elementary research methods which are used in collecting information about
negatively privileged groups (in-depth interviewing, participant observation etc.).
Students will also learn how to evaluate and present fieldwork limitations and
limitations of national statistics related to Romani people (including the
manipulative aspects of the presentation of these statistics by national
institutions). Lastly, the students will learn to use research confidence-building
measures for the purposes of data collection, interviews and participant
observation. The
fourth part is looking in more detail on the specific conditions of minorities
and the policy and practice towards them in selected countries. The Czech case
study exemplifies the situation in Central Europe, the case studies of the
United Kingdom and the Netherlands are selected as an example of a Western
European situation and approach. Students
are expected to present an overview of the situation of minorities in their
countries of origin or they can select another country according to their choice.
Finally, the course will look at European future, namely events planned for the
following year, as well as at the impact of globalisation/ regionalisation on
European minorities. Assessment
Student assessment in this course
comprises of four components: Three written AQCI’s
30%
Written field visit report (up
to 2,000 words, due 16 July 2006) or a final essay (up
to 3,000 words) 30% Oral presentation
30% Attendance and seminar participation
10% AQCI: Argument, Question, Connections, and Implications[1] For each discussion-cum-seminar three
students will be required to prepare a single sheet of A4 relating to ONE
article from the reading list for that particular week’s topic in the format
of AQCI. All students will be required to pick three ACQI articles from three
different weekly reading lists (i.e. one article from each of the three chosen
weeks). Although only three AQCI’s per person will be marked, students may
wish to prepare one AQCI every week in order to structure their thinking about
the topic. The structure of a written AQCI
should be as follows (i.e. you should keep the numbered paragraph structure): 1.CENTRAL QUOTATION. Quote a sentence (or excerpts from
linked sentences) from the text that you think is central to the author's (or
authors') implicit or explicit argument(s). Always cite the page. 2. ARGUMENT. In a few sentences, state the author's
explicit or implicit argument. Be sure to include both: what the author is
arguing for, and what s/he is arguing against (if applicable). 3. QUESTION. Raise a question which you think is not
fully, or satisfactorily, answered by the text. The question should be a
question of interpretation or of inquiry, not simply a question of fact. 4. EXPERIENTIAL CONNECTION. Say, in a few lines only,
how the argument confirms or contradicts your own experience or common sense. 5. TEXTUAL CONNECTION. Connect the argument of this
text to an argument or point you find in another reading assignment covered in
this course or one you have picked up from earlier study at the university or
elsewhere. Present a quote from the other text (citing it properly), and explain
how the present text's argument contrasts with, contradicts, confirms, clarifies,
or elaborates the other text's argument or point. 6. IMPLICATIONS. Lay out what this argument (#2 above)
implies for understanding or improving society, relations between individuals,
or groups (e.g. ethnic, national, etc.) or any facet of social or cultural
reality (a few sentences only). AQCIs should not exceed one typed page. They should
be typed or word-processed, proofread and printed with the same degree of care
as essays. Written field visit report Students are required to produce a short report (one page) from their participant observation notes and to be prepared to share it with the rest of the class. If a student is unable to participate in the field visit she/he is expected to deliver an essay up to 3,000 words on an agreed topic. Reports
or
essays should be e-mailed to laubeova@fsv.cuni.cz by 16th
July 2006. Standardized marking procedure All
written work will be graded using standard
marking sheets to ensure consistency and fairness. The sample sheets can be
found in the reader. Rewrites policy:
As a part of our
aim to help students develop critical thinking and written communication skills,
students will have the opportunity to rewrite their AQCIs and essays if they are
not happy with their grade but only if they submit them at the latest one week
in advance of the official deadline. Attendance
and seminar participation All
students are expected to be fully familiar with every week’s required readings
and bring to class their own considered questions and reactions to the material.
The seminar discussion is intended to enable you to develop your understanding
of the readings and to exchange ideas with others and your attendance and
participation in the seminar will be reflected in your grade. Quiz
questions will be submitted to students on a regular basis during the course to
check whether students completed assigned required readings for the given week.
Students will be expected to reply in written to one or two open ended questions
in each quiz. These questions may also serve as discussion topics therefore
students should be prepared to argue orally as well. Course
Website
All
relevant course materials, including this syllabus, can be found on the course
website: http://minorities.fsv.cuni.cz/ASPP553/index.htm
which will be updated
weekly. Majority of lectures will be delivered in the form of Power Point slide
presentations which will also be placed on the website for your convenience. Course outline
and compulsory readings:
Session 1 (20th June 2006): Introduction to the
course and terminology Session 2: Terminology – cont. : Ethnicity, race, culture,
identity, racism Eriksen, T. H.: “Ethnicity, Race, Class and Nation “, text 4, in
Hutchinson, John, Smith Anthony, eds. (1996) Ethnicity, Oxford- New York: Oxford University Press, pp. 28-31 Van den Berghe, Pierre: “Does race matter?”, text 9, in Hutchinson (above),
pp. 57-63 Cornell, Stephen, Hartmann, Douglas (1998) Ethnicity and Race. Making Identities in a Changing World, Pine
Forge Press/A Sage Publication Company, text on The definition of race, pp 21-
43, 68-69 Richmond, Anthony (1994) Global Apartheid, Toronto: Oxford University Press (pp.1-45) on
power, conflict, identity (good description of race and ethnicity) Liberal theory of Minority Rights, Myth on Neutrality of
the State and Ethnocultural Justice. Guest speaker: Mgr. Selma Muhic Birch, Anthony (1989) Nationalism
and National Integration, London: Unwin Hyman Ltd, chapter 4: National
integration, pp. 36-51 – classical text on integration! Brubacker, Rogers, “Civic and ethnic nations in France and Germany”,
text 28. in Hutchinson, John, Smith Anthony, ed. (1996) Ethnicity, Oxford - New York: Oxford University Press, pp. 168-173 Kymlicka, Will (2001)”
Western Political Theory and Ethnic Relations in Eastern Europe”, in Kymlicka,
Will, Opalski, Magda (eds.) Can Liberal
Pluralism be Exported? Oxford: Oxford University Press, pp.13 – 103 Recommended literature – not included in the reader: Cole, Phillip (2000) Philosophies of Exclusion, Edinburgh University
Press, Edinburgh Bauböck, Rainer, Rundell, John (Eds.) (1998) Blurred Boundaries:
Migration, Ethnicity, Citizenship, European Center Vienna and Ashgate, Ashgate Taylor, Charles, Gutmann, Amy (ed.) (1994) Multiculturalism, Princeton
University Press, Princeton Session 3: Multiculturalism,
identity and politics Malik, Kenan (1996) The
Meaning of Race, London: Macmillan, “The meaning of Multicilturalism”,
pp.169-177, and “The West and its Others´”, pp.221-226 Rex, John
(2001) “The concept of a multicultural society” in Guibernau, Montserrat and
Rex, John (eds): The Ethnicity reader,
Nationalism, Multiculturalism and Migration, Cambridge, UK: Polity Press, pp.
205-220 Kuper, Leo
(2001) “Plural Societies” in Guibernau (above) Benhabib, Seyla (2002) The
Claims of Culture. Equality and Diversity in the Global Era. Princeton, USA-
Woodstock, UK: Princeton University Press, preface plus pp. 1-48 Legislative framework: international instruments Thornberry, Patrick (2001)” An Unfinished Story of
Minority Rights” in Bíró, A.M.
and Kovács, P (eds) Diversity in Action, Budapest. LGI/OSI, pp.47-73 Framework convention for the protection of national
minorities in in Bíró, A.M. and Kovács, P
(eds) Diversity in Action,
Budapest. LGI/OSI, pp.75-81 The ERRC
letter to Dr. Petra Buzková of 26 March 2003 Equality legislation in UK/ Scotland – a handout Session 4: Definitions and forms of discrimination;
institutional racism. Migration Asylum Nexus EU race
equality directive "Implementing the
Principle of Equal Treatment Between Persons Irrespective of Racial or Ethnic
Origin" Directive 2000/43/EC (adopted on 29 June 2000) Parekh, Bhikhu (2000) Rethinking
Multiculturalism: Chapter 7: The Political Structure of Multicultural
Society Session 5: Impact
of holocaust on current policies – Kim Strozewski Lewy, Guenter (2000). “Introduction,
A History of Oppression and Maltreatment” in The Nazi Persecution of the
Gypsies. Oxford: Oxford University Press, 1-14. Nečas, Ctibor (2003). “The Extermination of European
Roma” in Horváthová, ed. Le Romengo Murdaripen andro dujto baro mariben
(The Genocide of Roma during the World War Two). Praha: Slovo 21, 123-125. Stankiewicz, Stanislaw (2003). “A Forgotten Holocaust” in
in Horváthová, ed. Le Romengo Murdaripen andro dujto baro mariben (The
Genocide of Roma during the World War Two). Praha: Slovo 21, 158-163. Kenrick, Donald (1999). “The Nazi Persecution of Roma and
Sinti—What We Know and What We Don’t Yet Know,” in Blodig, ed. The
Holocaust Phenomenon, Conference Report of The International Scientific
Conference: 145-149. Blumaier, Aloise (1999). “How I Managed to Survive It All,”
in Pro Memoria 10, Informational Bulletin of the Auschwitz-Birkenau State
Museum and the Foundation to Commemorate the Victims of the Auschwitz-Birkenau
Death Camp: 77-80. Session 6: Case Study :The Roma/ Gypsies/ Travellers Okely, Judith (1997) “Some political consequences of
theories of Gypsy ethnicity. The place of the intellectual”
in James, Alisson et al. (eds) After
Writing Culture. Epistemology and Praxis in Contemporary Anthropology,
London: Routledge UNDP (2003)
The Roma in Central and Eastern Europe,
UNDP. http://roma.undp.sk World Bank
(2003) The Roma Page, www.worldbank.org/roma Hancock,
Ian (2000) “The Consequences of Anti-Gypsy Racism in Europe” in Other
Voices. The (e)Journal of Cultural Criticism, v. 2, n.1 (February 2000),
http:// www.othervoices.org/2.1/hancock/roma.html Templer,
Bill (2006). Neoliberal Strategies to Defuse a Powder Keg in Europe: the "Decade
of Roma Inclusion" and its Rationale, New Politics 40, Vol X, No4, Winter
2006, http://www.wpunj.edu/~newpol/issue40/Templer40.htm. Other
readings are placed at http://romaonline.fsv.cuni.cz/ Session 7: Field visit Hancock, Ian (2002). We are
the Romani people. Hatfield: University of Hertfordshire Press, pp. 103-110 (”How
to interact with Romanies: Some suggestions”). Okely,
Judith (1999).”Writing Anthropology in Europe: an example from Gypsy research.”
In Folk 41, pp. 55-75. Session 8-11: Country
Case studies TBA (readings will be placed on the internet) [1] This method was developed by Michael Stewart and we thank him for allowing us to use it.
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Welcome | Syllabus | Lecture materials | Reader |Assessment | Student work | Course lecturers | Photo gallery |