Anti-immigration since the late nineteenth century, 2016-2017 - Prospectus

Admission requirements

BSA norm and a pass for both first year Themacolleges.

Description

Dutch anti-immigration politicians, most notably Pim Fortuyn and Geert Wilders, have featured prominently in discussions about migration and integration in the Netherlands since the early 2000s. But anti-immigration has a much longer history. This course will examine anti-immigration since the late nineteenth century around the world. Particular attention will be paid to Europe and North America, but examples from Australasia, the Middle East and Africa will also be discussed. We will look, for instance, at Australia’s imposition of its infamous White Australia Policy, the United States’ move to restrictionism in the early twentieth century, the hostile reception that German Jewish refugees often met with during the Depression-hit 1930s, and the varying treatment ‘postcolonial’ immigrant received after 1945. We will also study the rise of anti-immigration parties across Europe in more recent decades. This course will try to understand why anti-immigration rhetoric became prominent at certain times. Is anti-immigration a result of economic or cultural opposition, or both? Is anti-immigration inevitable when extensive immigration takes place? Most readings will take the form of journal articles, but primary sources will sometimes be provided to enable us to examine the rhetoric used by prominent anti-immigrant voices.

Please note that this course will be taught in English. It will give students the added advantage of enhancing their language skills. Assignments and papers are to be written in English.

Course objectives

General learning objectives <n.b.: alter="" do="" general="" learning="" not="" objectives="" or="" pertaining="" please="" specialisation.="" the="" to=""></n.b.:>

The student can:

carry out a common assignment
divise and conduct research of limited scope, including
a. searching, selecting and ordering relevant literature:
b. organising and using relatively large amounts of information:
c. an analysis of a scholarly debate:
d. placing the research within the context of a scholarly debate.
reflect on the primary sources on which the scholarly literature is based;
write a problem solving essay and give an oral presentation after the format defined in the Themacolleges, including
a. using a realistic schedule of work;
b. formulating a research question and subquestions;
c. formulating a well-argued conclusion;
d. giving and receiving feedback;
e. responding to instructions of the lecturer.
participate in discussions during class.

Learning objectives, pertaining to the specialisation

The student has knowledge of a specialisation, more specifically: <choose below="" from="" specialisations="" the="">

in the specialisation Social History the explanation(s) of differences between groups from a comparative perspective (local, regional or international; of class, gender, ethnicity and religion) and the role of individuals, groups, companies and (intenational) organisations (including churches) in processes of inclusion and inclusion from ca. 1500 until the present day.</choose>

Knowledge and insight in the main concepts, the research methods and techniques of the specialisation, more specifically:

in the specialisation Social History the application of concepts from the social sciences and the acquisition of insight in the interaction in social processes ased on research in both qualitative and quantitative sources.

Learning objectives, pertaining to this specific seminar

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9. Ability to compare the political and public reaction to immigration in different countries;
10. Ability to relate past political and public immigration debates with more recent discussions.

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Timetable

The timetable is available on the History website.

Mode of instruction

Seminar

Course Load

Total course load 10 EC x 28 hours= 280 hours

Seminar attendance: 28 hours
Time for studying the compulsory weekly literature – much of which will be relevant for the research paper (6 hours per week): 84 hours
Time spent preparing for seminar presentations, the most important of which concerns the research paper: 16 hours
Time for completing assignments (8 hours per week x 3): 24 hours
Time for completing Wiki: 8 hours
Time to write and research the research proposal: 10 hours
Time to write and research the first draft of the research paper: 60 hours
Time to write and research the final draft of the research paper: 50 hours

Assessment method

Written paper (ca. 6000 words, based on historiography, including footnotes and bibliography)
Measured learning objectives: 2-4, 8-10
Oral presentation
Measured learning objectives: 2-7
Participation
Measured learning objectives: 3, 5, 8-10
Assignment 1 (Literature review)
Measured learning objectives: 1-3, 8-10
Assignment 2 (Literature review)
Measured learning objectives: 1-3, 8-10
Assignment 3 (Literature review)
Measured learning objectives: 1-3, 8-10

Weighing

Written paper: 50%
Oral presentations: 20%
Participation: 10%
Assignment 1: 5%
Assignment 2: 5%
Assignment 3: 5%
Wiki: 5%

The final grade for the course is established by determining the weighted average with the additional requirement that the written paper must always be sufficient.

Deadlines

Written papers should be handed in within the given deadline

Resit

The written paper can be revised. Revision should be carried out within the given deadline

Blackboard

Blackboard will be used for:

The course outline;
Seminar readings (or links to the literature) will be posted on Blackboard;
Submitting of assignments.

Reading list

Most of the readings will take the form of articles that can be downloaded from the university library. The list will be distributed in advance of the first meeting via Blackboard.

Registration

Enrolment through uSis is mandatory.

General information about uSis is available in English and Dutch

Registration Studeren à la carte and Contractonderwijs

Not applicable

Contact

Irial Glynn

Remarks

This course will be taught in English. It will give students the added advantage of enhancing their language skills. Assignments and papers are to be written in English.