In the 19th century population growth reached unprecedented levels. Cities burst at their seams and states gradually took up greater responsibility for the common good. Around this time intellectuals, policy makers and politicians started to worry about the underclass, also labeled as ‘the residuum’, ‘Lumpenproletariat’, or the ‘classes dangereuses’, many of whom were extremely mobile. This lead to periods of moral panic and pessimistic forecasts with respect to their chances to become ‘good’ citizens. These ideas were voiced both by the left and the right of the political spectrum and concerned not only internal migrants, but also foreign immigration. Worries about the unchecked mobility of the indigenous working class therefore easily converged with nativist reactions towards foreigners.
In this comparative class we will analyse primary printed sources from various countries in order to understand the long term trends in the thinking about the underclass. We will not only look at ideas as such, but also how these were put into practice by various forms of social engineering. Moreover we will try to identify the similarities between ideas about lower strata of society and low skilled immigrants in the period 1840-2007. Special attention will be paid to the position of the labour movement (both parties and unions), which was (and still is) confronted with the dilemma of striving for emancipation of workers, but at the same time has to deal with enduring inequality of ‘uncivilized’ segments of the lower classes. Given de recent calls from labour parties in countries like the U.K. and the Netherlands to be tough on ‘antisocials’, this topic is quite timely and has not lost any of its relevance.
Time Table
Semester I, see timetables.
Method of Instruction
Research seminar; attendance is compulsory (see the rules and regulations of the Department of History, art. 2).
Course objectives
After completing this course the student has a good overview of the most important (interdisciplinary) theoretical and conceptual approaches off the (global) history of migration and integration. And also of processes of in- and exclusion. Furthermore the student is able to make structured comparisons between various countries and different historical periods. The student learns how to reconstruct and analyse developments over time. Finally the student is able to express him/herself in writing in a systematic, coherent and meaningful way, combining secondary literature on specific cases and theoretical frameworks.
Required reading
Will be distributed at the beginning of class.
Students will write a final essay for the last meeting on a topic of choice (for which they will find extra literature).
The final essay will include references to the literature read for the first part of the course. The final essay can be in English or Dutch, has to be 7500 words and has to include references (De Buck style).
Examination
Final paper.
Information
With the tutor: prof. dr. Leo Lucassen
Enrolment
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