POL 134b (seminar) The Global Migration Crisis
Jytte Klausen, Lawrence A. Wien Professor of International Cooperation
Mon-Wed. 2 to 3:20—Shiffman 125
Office Hours: Tuesday 12 to 1: 30 (Olin-Sang 110) and by appointment
Politics seminar (comparative) and IGS credit available.
This is a writing intensive course (WI credit).
Graduate students are welcome (additional course requirements to be discussed).
DESCRIPTION
This course examines patterns of global migration and immigration policy in Europe and
the US. Immigration poses a dilemma for Western democracies. Anti-immigrant sentiments are
rising but immigrants are, at the same time, regarded as needed for their skills and willingness to
take jobs not wanted by others. Anti-immigrant backlash fuels the electoral success of far-right
parties, yet employer interests and human rights norms limit what governments can do to control
immigration, both legal and illegal.
Students will become familiar with the facts of migration, the core concepts and theories
informing scholarly debates and disagreements, and the conflicting views and interests of policymakers, migrants, and communities affected by immigration.
The course is cross-listed with IGS and seminar credit is available. The course also
counts towards the comparative politics requirement for the Politics major.
REQUIREMENTS
(1) Attendance is mandatory. If you are unable to attend or will have to attend class unprepared,
you must call or email me before class.
(2) Students are expected to complete the class assignments listed in the syllabus as part of their
class preparation, and come to class ready to discuss their findings with the class. This is a
seminar class. Participation is required.
(3) Students are expected to write one midterm paper (8-10 pages) and one final paper (8-10
pages) based upon the assigned reading.
Grades are based upon a student’s ability to demonstrate, in class discussions, a grasp of the core
facts or arguments in the weekly readings. Grades will be based on class preparation and
participation (50%) and on the quality of the two papers (50%).
Graduate students may take the class but are required to write a research paper in addition to the
requirements listed for undergraduate students.
Four-Credit Course (with three hours of class-time per week).
Success in this 4 credit hour course is based on the expectation that students will spend a
minimum of 9 hours of study time per week in preparation for class (readings, discussion
sections, preparation for exams, etc.).
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Learning goals:
The class will help students to develop the following core skills:
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Evaluating evidence and thinking critically about arguments, based on evidence.
Learn to read and assess statistical information.
Students will become familiar with theories of the drivers of global migration and the
core legal concepts embedded in international treaties regarding the treatment of migrants
and asylum seekers.
Students will also gain knowledge about the history and facts of global migration.
Completing the Politics major enables students to develop the following Core Sills:
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Thinking critically about arguments, based on evaluation of evidence.
Articulating reasoned arguments clearly, both orally and in written form.
Familiarity with a variety of research methods for understanding politics, including
comparative case study, area studies, textual interpretation and statistical analysis.
Ability to use the concepts and methods of political science to conduct research and
analysis.
Courses in the Politics curriculum impart knowledge about:
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The functioning and distinctive features of the American political system.
The diversity of other political systems and the significance of these differences.
how states, societies and transnational actors cause and resolve conflict.
Foundational political ideas and thinkers.
The origins and nature of democracy and democratic systems.
PLEASE NOTE: If you are a student with a documented disability on record at Brandeis
University and wish to have a reasonable accommodation made for you in this class, please see
me immediately.
PLEASE NOTE ALSO: You are expected to be familiar with and to follow the University’s
policies on academic integrity (see http://www.brandeis.edu/studentlife/sdc/ai). Any suspected
instances of alleged dishonesty will be referred to the Office of Student Development and
Conduct. Instances of academic dishonesty may result in sanctions including but not limited to,
failing grades being issued, educational programs, and suspension.
REQUIRED READINGS
The reading readings and factsheets are listed in the schedule. Students are expected to study the
links to factsheets and statistical sources prior to class. Undergraduate students are expected to
choose and skim read, at least, one article from the recommended readings for each class.
Graduate student are expected to read the “recommended readings” in addition to those listed as
“required.” Articles assigned are available via the university library webpage (Brandeis Scholar).
This book is required reading and available at the campus bookstore:
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Ruben Andersson, Illegality, Inc.: clandestine migration and the business of bordering
Europe. Vol. 28. Univ. of California Press, 2014.
Other required and recommended readings are listed in the class schedule and are available for
direct download from the library webpage. (Note: Recommended books have to be purchased
online.)
CLASS SCHEDULE
General
Week 1
Aug 31 and Sep 2
Introduction-Why Do People Become Migrants?
Core concepts and terminology
Immigration (def.): The action of coming to live permanently in a foreign country.
Who is an “immigrant”? Are refugees immigrants? The legal definition of a refugee is: “Article
1(A)(2) of the 1951 Convention defines a refugee as an individual who is outside his or her
country of nationality or habitual residence who is unable or unwilling to return due to a wellfounded fear of persecution based on his or her race, religion, nationality, political opinion, or
membership in a particular social group.”
Aug 31: Required reading:
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Peggy Levitt, "You Know, Abraham Was Really the First Immigrant": Religion and
Transnational Migration, International Migration Review, Vol. 37, No. 3, (Fall, 2003), pp.
847-873.
Documentation:
Factsheet from U.S. Committee on refugees and Immigrants. Frequently Asked Questions (FAQ)
Click on a question or scroll down the page:
 What is the difference between refugees, asylum seekers, and internally displaced
persons?
 How do refugees come to America?
 I'm a refugee. How can I resettle in the United States?
 Refugee IOM Travel Loans FAQs
 How do I file for family reunification?
Available at: http://www.refugees.org/about-us/faqs.html?referrer=https://www.google.com/
See also:
http://www.abc.net.au/news/2012-09-01/asylum-seekers-the-jakarta-perspective/4238264
Sept 2: Required reading:
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Everett S. Lee, A Theory of Migration, Demography, vol. 3., no.1 (1966), pp.47-57.
Week 2
{Note—no class on Sept 7: Labor Day}
Sept 9 Explaining migration
Key questions: Why do people migrate? Migration occurs in global waves shaped by “push” and
“pull” factors.
Required reading:
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Douglas S. Massey, “Why Does Immigration Occur? A Theoretical Synthesis." The
Handbook of International Migration: The American Experience, edited by C. Hirschman,
P. Kasinitz and J. DeWind. New York: Russell Sage Foundation, 1999, pp. 34-52.
Sept 10 The Refugee Crisis—Victims and/or Economic Migrants?
Exercise for September 10 (Submit on Latte)
Present the result of your analysis of five-days' news stories about immigration and/or refugees.
(Max. three pages plus spreadsheet analyzing content.)
Week 3
[Note-no class on Sept 14: Rosh Hashanah]
Sept 16 The United States and Europe compared
How different are the United States and Western Europe when we look at the facts? Are the U.S.
and Europe converging to become multicultural societies? (NOTE—students are required to
study the fact sheets before class.)
Required readings:
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Christian Joppke, “ What Can the United States Learn from Europe?”, International
Labor and Working-Class History, No. 78 (FALL 2010), pp. 129-131.
Randall Hansen, ‘Migration to Europe since 1945: its history & its lessons,’ Political
Quarterly (Vol. 74, No. S1, 2003). (Available here:
http://homes.chass.utoronto.ca/~rhansen/Articles.html)
Fact sheets:
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“Foreigners” and Europeans in the European Union:
http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-10-045/EN/KS-SF-10-045EN.PDF
http://www.pewresearch.org/fact-tank/2015/07/22/unauthorized-immigrant-populationstable-for-half-a-decade/
US population by age and citizenship, see tables
http://www.census.gov/population/socdemo/foreign/cps2008/tab1-2008.pdf
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Week 4
Sept 21 An Anthropologist’s Perspective on Migration
Assignment: Use the “push” vs. “pull” concepts to analyze the motivations of the migrants
described in Andersson’s book.
Required reading;
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Andersson, Part 1: Borderlands.
Recommended:
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Andersson—in his own words: http://www.bbc.co.uk/programmes/b05r3z43
Sept 23 The Economists’ Perspective On Migration
Is the wave of migration in the nineteenth century to the United States and other population-poor
countries, e.g. Canada and Australia, an analog to the contemporary migration wave out of
Africa? If yes, what are some of the important differences and similarities?
Required reading:
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Timothy J. Hatton and Jeffrey G. Williamson, “Demographic and Economic Pressure on
Emigration Out of Africa.” NBER Working Paper No. 8124 February 2001 (23 pages)
Week 5
Note-Monday’s class is held on Tuesday.
Sept 29 and Sept 30 Borders and Smugglers.
Human trafficking is a business. Should Europe just open the borders to end human smuggling?
Assignment: make a list of arguments for and against open borders.
Required reading:
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Andersson, Part II: Crossings
http://www.ft.com/intl/cms/s/0/0d0371d0-31f4-11e5-8873775ba7c2ea3d.html#axzz3h1vjT5ok
Recommended:
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http://www.bbc.co.uk/programmes/articles/b2NpfdLqhTr5r1zl1Y0s0G/do-tighter-bordercontrols-lead-to-increased-migrant-illegality
Week 6
[Note-no class on Monday]
Oct 7 Migration tears families and communities apart.
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There are human costs to migration—and gains. Let us focus on the costs. Assignment: List the
costs and benefits to sender countries from migration.
Required reading:
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Anderson, Part III: Confrontations
Week 7
Oct 12 The Refugee Crisis
In practice, how do we know who is refugee?—and who is a migrant? What if migrants are
young single men—and refugees are old men, and women and children?
Required reading:
“The Sea Route to Europe: The Mediterranean Passage in the Age of Refugees.” UNHCR, July
2015.
*https://s3.amazonaws.com/unhcrsharedmedia/2015/sea-routes-toeurope/The_Sea_Route_to_Europe.pdf
Fact sheet:
*http://www.ijrcenter.org/refugee-law/
Oct 14 Site visit to one of the Boston area refugee centers
Midterm papers due October 19
Assignment: Define the “push” and “pull” concepts and explain how the two concepts
apply to migrants and to refugees. In your answer, use the reading assignments, the site
visit, and the class presentations to demonstrate a grasp of the concepts and facts. (Max. 10
pages, double-spaced.)
Week 8
Oct 19 The Refugee Crisis-The BIG Picture
Why does the West complain so much? Most refuges move to neighboring countries.
Assignment: Identify the top-five countries in the world who are recipients of refugees. And
identify the top-five sender countries for refugees.
Required reading:
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Young Hoon Song, “International Humanitarianism and Refugee Protection:
Consequences of Labeling and Politicization” Journal of International and Area Studies,
Vol. 20, No. 2 (December 2013) , pp. 1-19
Factsheet:
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UNCR. THE UN Refugee Agency. Worldwide Displacement Hits All-Time High as War
and Persecution Increase. (Access: http://www.unhcr.org/558193896.html)
Oct 2 The Syrian Refugee Crisis
Assignment: Investigate the numbers and the policy controversies. Bring in your own findings.
Required reading:
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Beehner, Lionel. "Are Syria's Do-It-Yourself Refugees Outliers or Examples of a New
Norm?." Journal of International Affairs 68, no. 2 (2015): 157. (To be uploaded)
The Syrian Refugee Crisis-Historical Comparisons? (Available on LATTE.)
Factsheet:
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http://syrianrefugees.eu/
Week 9
Oct 26-28
The United States and global migration
How has public policy and immigration reform shaped the U.S.? Are immigration control and
flexible labor markets required for successful integration? Are illegal immigrants good for the
United States?
Required readings: [Please read all readings for both classes.]
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Tamar Jacoby,” Immigration Nation”, Foreign Affairs, Nov/Dec 2006, v. 85, no. 6,
pp.50-65.
George J. Borjas, Heaven’s Door. Immigration Policy and the American Economy.
Princeton University Press, 1999. (Summary by the author: http://cis.org/BookAdaptaionHeavensDoor).
Fact Sheet:
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http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-andimmigration-united-states
Recommended readings:
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Aristide Zolberg, A Nation By Design, Cambridge, MA: Harvard University Press, 2006.
(YouTube version: http://www.youtube.com/watch?v=VscG7Iu38zA)
Week 10
Nov 2 Policy Models: Is Immigration Control Possible?
Do you have to be an island to stop unwanted migration? How do you stop illegal trafficking of
refugees and immigrants?
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Required reading:
Hollifield, James, Philip Martin, and Pia Orrenius. Controlling immigration: A global
perspective. Stanford University Press, 2014. (To be distributed.)
Fact sheets-United Kingdom, Canada, and Australia compared:
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Immigration Australia: http://www.oecd.org/migration/48342087.pdf
http://www.bbc.co.uk/news/world-19434320
“Defying Trends; Canada Lures More Immigrants”, see
http://www.nytimes.com/2010/11/13/world/americas/13immig.html?pagewanted=all
United Kingdom: A Reluctant Country of Immigration”
http://www.migrationinformation.org/Profiles/display.cfm?ID=736
Nov 4 Dilemmas of integration
You are a refugee. You have arrived. What now? Should refugees be integrated? Or provided
humanitarian leave until they can return home to the country the fled?
Required reading: TBD
Fact sheet:
Week 11
Is immigration control necessary to preserve social cohesion? Does anyone—aside from
academics and California’s agro-businesses—like immigration? What are the reasons (good and
bad) for wanting migration control?
Required:
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Elisabeth Ivarsflaten, “What Unites Right-Wing Populists in Western Europe?: ReExamining Grievance Mobilization Models in Seven Successful Cases,” Comparative
Political Studies, January 2008 41: 3-23
Aida Just and Christopher J. Anderson, “Dual Allegiances? Immigrants’ Attitudes toward
Immigration,” The Journal of Politics, Vol. 77, No. 1 (January 2015), pp. 188-201.
Fact sheet:
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http://www.migrationpolicy.org/article/top-10-migration-issues-2010-issue-4-europewary-immigration-and-immigrants-reaches
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Access to citizenship: http://en.wikipedia.org/wiki/German_nationality_law
Week 12
November 9 and November 11: Immigration and multiculturalism
You are an immigrant. Now you adapt—but how much adaptation is required? What about your
own histories?
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Writing exercise: Why are Europeans fretting over religious differences and Americans
seemingly more concerned about language? Is too much diversity a bad thing? If yes, what is it
bad about it? If no, why all the fuss, then? (Three pages. Due Nov 11.)
Required readings: [Please read all readings for both classes.]
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Aristide Zolberg and Long Litt Woon, "Why Islam Is Like Spanish: Cultural
Incorporation in Europe and the United States." Politics & Society 27.1 (1999).
Samuel P. Huntington, “The Hispanic Challenge”, Foreign Policy, March/April, 2004.
Jytte Klausen, “Why religion has become more salient in Europe: Four working
hypotheses,” European Political Science. (2009) 8, 289–300.
Randall Hansen, ‘Migration to Europe since 1945: its history & its lessons,’ Political Quarterly
(Vol. 74, No. S1, 2003). (Available here: http://homes.chass.utoronto.ca/~rhansen/Articles.html)
“Some Good News About Muslims in Europe”, Erik Bleich and Rahsaan Maxwell, The
Washington Post, July 22, 2014. http://www.washingtonpost.com/blogs/monkeycage/wp/2014/07/22/some-good-news-about-muslims-in-europe/
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Recommended readings:
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Richard Alba, Rubén G. Rumbaut, and Karen Marotz, “A Distorted Nation: Perceptions
of Racial/Ethnic Group Sizes and Attitudes toward Immigrants and Other Minorities.
Social Forces, Vol. 84, No. 2 (Dec., 2005), pp. 901-919.
Martin E. Martin, “Pluralisms,” Annals of the American Academy of Political and Social
Science, Vol. 612, (Jul., 2007), pp. 14-25.
Week 13
Nov 16 and Nov 18 Globalization and Transnational networks
(Wednesday’s class will be rescheduled)
What are “transnational networks”? Is the concept of “transnational communities” helpful to the
understanding of immigrant social and political behavior? Before class, make a list of “good”
and “bad” transnational networks/communities.
Required reading:
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Alejandro Portes, Escobar, C. and Radford, A. W. “Immigrant Transnational
Organizations and Development: A Comparative Study.” International Migration Review,
41 (2007): 242–281. (Get also the erratum.)
Recommended reading:
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Roger Waldinger and David Fitzgerald. 2004. “Transnationalism in Question” American
Journal of Sociology 109(5): 1177-1195.
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Week 14
Nov 23 The Upside of Migration
Required readings
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Steven Vertovec, “Migrant Transnationalism and Modes of Transformation,”
International Migration Review, Fall 2004, Vol. 38 Issue 3, pp. 970-1001.
Nov 25 THANKSGIVING
Week 15
Nov 30-December 2: Ethical Commitments vs. The Downside of Global Migration
Question to be debated: The modern welfare state is the hard-won accomplishment of a centurylong struggle to extend social and political rights by means of taxation and insurance schemes
redistributing income between earners and non-earners, and across generations. Can social
solidarity survive mass migration?
Vs.
Someone once said that rich states are like country clubs: privileged places for the well-off. Is
living in a welfare state a "club good"? If yes, do the club members have a moral obligation to
throw the doors open to the global poor?
Required readings:
Nov 30:
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Jytte Klausen, “Social Rights Advocacy and State-Building” World Politics (available on
LATTE)
Dec 2:
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Joseph Carens, “Aliens and Citizens: The Case For Open Borders, Review of Politics
(available on LATTE)
Week 16
Dec 7 Summary and Review: Discussion of final papers.
Dec 9 Last class: Final papers due.
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