Immigration Politics and Policy— Past and Present

Class location and time: Wednesdays 4:55-6:35pm, Silver -- room 507

Natasha IskanderAssociate Professor of Public Policy

NYU WagnerPuck Building, rm 3043

natasha.iskander@nyu.edu

Office hours: Mondays 5:00 - 6:30pm

Course description

The politics of immigration and immigration policy seem more critical now than ever. Public debates about immigration have roiled nations around the world, and disagreements about how immigration should be regulated, who should have the right to migrate, what political rights immigrants should have once they cross a border, and how immigrants should participate in the economy have strained political alliances and upended norms of political discourse. In some cases, conflicts over immigration debates have been used to justify the overhaul of political institutions. However, these are not new. The history of migration is long, and the disputes about migration just as old. In the modern era – defined here as the mid-19th century onward – debates about migration have returned over and over to a consistent set of themes, and have often been as heated and as strident as they are today.

These debates have engaged head-on with issues of economic equity and distribution of wealth, national identity, and the allocation of power in a society. Their connection to the actual empirics of migration, however, has been more tenuous. While the political discourse is framed in terms of immigration policy, the political contests have had more to do with tensions around economic transformation and dislocation, with concerns about national security, and with changes in social norms than they have had to do

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with the actual observed facts of immigration. Despite this slippage, these debates have had stakes that are very high. The policies they have produced have affected migrants profoundly, often upending their social and economic lives.

The course considers these debates, their relationship to the empirics of migration, and the policy outcomes that they produce. These issues are considered from several angles: the labor-market incorporation of immigrants and their families; the construction and militarization of borders, and the enforcement of the distinction made between refugees and immigrants; the possibilities for connection among communities, economies, and political categories that migration represents; and new aspects of migration as security concerns and climate change come to the fore. For each of these topics, the course reaches back to find their historical expressions, and brings the insights and questions from the past to bear on the present.

To explore these issues, the course considers immigration in local and global contexts. Because of the historical component to the course, the emphasis is on migration flows to Europe and North America. The course reviews the impact of those migration flows on countries of origin and investigates whether migration can be a vector for economic development. The exploration of those issues brings the global South into the course, and that investigation is deepened through a consideration of a subset of South-South migration flows and of the policy questions they generate.

The course draws on multiple media: books, academic articles, current events press stories and video clips, and documentary film. This course is accompanied by a documentary series, entitled “Loss and resilience: Film and commentary on the Syrian refugee crisis.” More information on the series is included below.

Course objectives:

1. To provide an overview of the central theoretical debates in the study of international migration, with a focus on theoretical frameworks used to explain labor migration, the distinction between political and economic migration, and the relationship between economies that migration can foster.

2. To provide a historical referent for contemporary migration dynamics, for current debates around migration, and for new policy proposals for migration management.

3. To consider how overarching economic and political forces shape the everyday experience of immigrants, and how immigrants and their communities have shaped economic and political structures in their countries of origin and their countries where they stake new claims.

4. To consider how stratification by gender and racial identity shapes the political and economic incorporation of immigrants into receiving economies.

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5. To consider emergent trends in migration, and to tease out what aspects are novel and require new policy approaches, and which carry echoes from previous policy experiences.

Course requirements, assignments, and grading:

This class is organized as a seminar, and investment in the readings is critical to the process of reaction and interpretation in which we will be engaging. Completion of the readings is a basic requirement for the course. The emphasis on books is purposeful; books allow for greater detail and can often provide more nuance than an article, which is often constrained by limits on length. The requirement for the course is that you invest in each text fully, but you are encouraged to read strategically. There may be sections of the book assigned that may be more compelling to you, and other sections that you may want to review with a lighter touch.

As part of the readings, articles or video clips covering current events related to the migration issues covered each week will be recommended. There are under the “trending” section in the readings. The goal is to connect the analysis of migration themes to debates about migration happening currently in the political sphere.

The instructor will populate this section, but the trending section is also a space for crowdsourcing. Students are encouraged to suggest and share articles from the press on the themes covered each week.

You should plan to spend at least four-to-five hours a week on readings for the course. Once you have completed the readings, please take 15-30 minutes to write down the main themes of the readings, to note the facets of the reading you found compelling or objectionable, or perhaps even moved you, and to flag elements of the reading you would like to know more about. You can keep these notes for yourself, but you are also invited to share these reactions on the class forum, on NYU Classes.

Film screenings are offered as an important complement to the readings in the course, and film viewings are part of the required preparation for class discussion. In addition the readings, you are required to view Memories of Immigrants, and at least one film from the accompanying film series on Syrian refugees. The times and places are listed below. If you have scheduling conflicts and are unable to attend any of the four screening in the series, please inform the instructor and a replacement assignment will be given.

Class participation is a central requirement of the course. Participation means sharing your reflections in class. Listening carefully is an important form of participation. Please be attuned to the quality of your engagement and of your attention to the readings and to the commentary offered by your colleagues. Quality matters as much as quantity. Because the readings are

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required, I may, at any time, call on students to summarize or react to the readings.

In addition to sharing your reactions and insights in class, you are encouraged to post to the class forum on NYU classes. You may share news items with your colleagues, research papers, video clips and links to short documentaries, as well information about public events at NYU and around NYC. You are also encouraged to share your thoughts and comments on the readings or films, your reaction to your colleagues’ reflection essays and discussion guides (see below), and your personal impressions of political events.

Class participation is critical to the pedagogical process around which the course is organized and it will be factored into your final grade.

Class participation is worth 30 percent of your final grade.

You are also required to write one reaction essay, one reflection essay, and one discussion guide. The reaction essay is a short piece (500 words) in which you are asked to react to a documentary film and to connect the lived experiences of migration depicted to the migration theories we consider. The reflection essay is slightly longer (750 words) and you are asked to synthesize and comment on readings in a given section of the course. Please do not summarize the readings. We will all have read them. Please offer original reflections about the significance of the ideas and data presented in the works we read. The discussion guide should include an overview of the main argument on the reading, one important question the author raises, and one surprising point the author makes. It should conclude with three discussion questions. You will be expected to open the class discussion in the class session for which you have elected to write a discussion guide (500 words + 3 discussion questions + facilitating first part of class discussion).

Write carefully, clearly, and thoughtfully. Please remember to support your statements with evidence, and to cite your sources appropriately. You are also encouraged to seek help from the Writing Center (http://wagner.nyu.edu/portal/students/academics/advisement/writing-center) to support your writing craft.

The reaction essay is worth 10 percent of your final grade, the reflection essay is worth 15 percent of your final grade, and the discussion guide (including facilitation of class discussion) is worth 15 percent of your final grade.

There will be a take-home final exam due on the last day of class.

The exam is worth 30 percent of your final grade.

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Assignment summary table:

Assignment Summary Weighting Due dateClass Participation

Thoughtful commentary

Readings Film viewing

30% of final grade

Throughout course

Assignment #1 Reaction Essay 10% of final grade

Week 3

Assignment #2 Reflection Essay 15% of final grade

Week 7

Assignment #3 Discussion guide Class facilitation

15% of final grade

Weeks 4-13

Final Exam Take Home Exam

30% of final grade

Week 14

Submission of assignments:

All assignment are due Tuesday at 6pm of the week the assignment is due. So, for example, the Reaction Essay assigned for week 3 – class meeting on Wednesday February 8 – is due on Tuesday February 7 at 6pm.

Reaction essay: please email assignment to instructor at natasha.iskander@nyu.edu, and to course administrator, Christopher Harris at christopher.harris@nyu.edu.

Reflection Essay: please email assignment to instructor at natasha.iskander@nyu.edu, and to course administrator, Christopher Harris at christopher.harris@nyu.edu. You may also post your assignment to the class forum. Please note that this is a public forum and your colleagues are encouraged to offer their thoughtful reaction to your post.

Discussion guide: please post the discussion guide to the class forum on NYU classes. You may also email the assignment to the instructor but this is not required.

When emailing, please use the following convention to name your files:

IPP (as in “Immigration Politics and Policy) [your lastname ] [assignment] For example: IPP Alvarez Reflection Essay.docxPlease put the title of your file in the subject heading of your email as well.

A note on due dates:

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Save in the case of family emergency, late papers will result in a grade deduction. You are welcome to turn in your reflection papers before the due date if you write on readings covered early in the corresponding course section.

A note on academic integrity:NYU-Wagner takes academic integrity very seriously. It is your responsibility to identify quotes and to cite facts and borrowed ideas. If you need guidance, please consult the NYU-Wagner Academic Code (http://wagner.nyu.edu/students/policies/) and additional references listed there. You may also consult the teaching assistants, tutors, or the designated librarian at Bobst. Failure to cite appropriately can result in a failing grade and/or other disciplinary measures.

Classroom Etiquette:Attendance is mandatory. While occasional absence is tolerated, systemic absence will impact your grade, and may lead to a failing grade or a request that you withdraw from the course.

Many people bring their laptops or tablets / iPads to class. While this may be appropriate in large lecture classes, computer use can be distracting in a small seminar setting. Please use your discretion. If computer use disrupts the quality of class discussion, I reserve the right to impose a laptops-down rule. Texting and phone use is strictly prohibited.

It is crucial that the tone of exchange of ideas and impressions, in class discussion as well as outside the classroom in conversations on the class forum, remain respectful, constructive, and inclusive at all times. This norm will be strenuously enforced, and anyone who violates this norm will be asked to leave the conversation, regardless of whether that conversation is in classroom or on-line.

Crowdsourcing:

Each week, we will consider newspaper articles or video clips covering current events related to the migration issues covered in that segment of the course. I will offer suggestions of press articles and clips, but please feel free to send links to any articles that you come across that related to the questions raised in the reading or considered in the course. The most helpful contributions are those that are topical – that is, those relate most closely to the themes covered in a given week.

Readings for the course – where to find them:

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Books: This course is organized around books purposefully. Book-length narratives provide the complexity and nuance that will allow us to get beyond convention wisdom and broad political statements about migration. All of the books for the course are available at the NYU bookstore. You can also purchase them through on-line vendors, like Amazon. Additionally, many of the books are available on-line through the NYU library. The books that are not available on-line have been placed on reserve at Bobst. Please see the information about where to find the books below.

Articles: If a link to the article is not provided in the syllabus, the articles can be found on NYUclasses, in the “Resources” folder.

Trending articles/videos/op-eds: these will be posted to the forum section of NYU Classes one week before they are due.

Books-- where to find them: Zahra, Tara. 2016. The Great Departure: Mass Migration from Eastern Europe and the Making of the Free World: WW Norton & Company.

Not available online, copy is currently on reserve at Bobst

Piore, Michael J. 1980. Birds of passage. Cambridge: Cambridge Books.

Available online, multiple people can view at one time. 

Ribas, Vanesa. 2016. On the Line: Slaughterhouse Lives and the Making of the New South. Berkeley: University of California Press.

Available online, multiple people can view at one time. 

Coll, Kathleen. 2010. Remaking citizenship: Latina immigrants and the new American politics. Stanford: Stanford University Press.

Not available online, on reserve at Bobst

Gonzales, Roberto G. 2015. Lives in limbo: Undocumented and coming of age in America. Berkeley: Univ of California Press.

Not available online. Not currently on reserve but will be by the time the book is due.

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Portes, Alejandro, and Rubén G Rumbaut. 2001. Legacies: The story of the immigrant second generation. Berkeley: Univ of California Press. 

Available online, multiple people can view at one time. 

Saunders, Doug., 2011. Arrival city: How the largest migration in history is reshaping our world. Vintage.

Not available online, on reserve at Bobst.

Andersson, Ruben. 2014. Illegality, Inc.: Clandestine migration and the business of bordering Europe. Berkeley: Univ of California Press.

Available online, multiple people can view at one time. 

Hernandez, Kelly Lytle. 2010. Migra!: A history of the US border patrol. Berkeley: Univ of California Press.

Available online, multiple people can view at one time. 

Betts, Alexander. 2013. Survival migration: Failed governance and the crisis of displacement. Ithaca: Cornell University Press.

Available online, multiple people can view at one time. 

Iskander, Natasha. 2010. Creative state: forty years of migration and development policy in Morocco and Mexico: Cornell University Press.

Available online, multiple people can view at one time. 

Lee, Erika. 2003. At America's gates: Chinese immigration during the exclusion era, 1882-1943. Chapel Hill: Univ of North Carolina Press.

Available online, multiple people can view at one time. 

Kelly, John. 2012. The graves are walking: the Great Famine and the saga of the Irish People: Macmillan.

Not available online, on reserve at Bobst.

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Film Series:

Loss and resilience: Film and commentary on the Syrian refugee crisis

AFTER SPRING(U.S., 2016, 98 minutes)

Wed, Feb 1, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee CrisisKing Juan Carlos Auditorium, 1st Floor, 53 Washington Square South

This documentary, executive-produced by Jon Stewart, follows refugee families in transition and aid workers fighting to keep the Zaatari refugee camp running. With no end in sight, Syrian families must decide if they can rebuild their lives in a place that was never meant to be permanent.

After-film discussion with co-directors Ellen Martinez and Steph Ching

Ellen Martinez was Associate Producer on TESTED, a feature documentary about educational inequality in the NYC public school system. She was a directors assistant and has worked in the A.D. and production departments for various films in NYC. Ellen has spent over 8 years in the Middle East and lived in Damascus, Syria for four years.

Steph Ching was Associate Producer and Additional Editor on the Emmy Nominated documentary SUPERMENSCH: THE LEGEND OF SHEP GORDON. Other interests include volunteer work, she participated in relief efforts during post-hurricane Katrina and made several trips to Sichuan, China to film testimonials with survivors of the 2008 earthquake.Her grandmother was a refugee in China before finally making her way to the United States.

DISTRICT ZERO(Spain, 2015, 65 minutes)Directed by Pablo Iraburu and Jorge Fernández Mayoral

Wed, Feb 15, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee CrisisKing Juan Carlos Auditorium, 1st Floor, 53 Washington Square South

Maamun opens the door to his shop, like he does every other morning. It is a tiny white container. Next to it is an identical container, and then another, and another. Thousands of containers stretch as far as the eye can see, all of them exactly the same. We are in one of the biggest refugee camps in the world: Zaatari, in Jordan. His shop repairs mobile phones. Maamun starts to serve his customers. Their memory cards contain their past in Syria: happiness, routine, family life. And then the war came, followed by destruction, fear and flight. Maamun rebuilds photos and sound, recovers lost

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content, recharges batteries, and restores the only link his neighbours still have with Syria. He and his friend Karim have decided to provide a new service: printing off the photos which have filled up the mobile phones of the people who live in Zaatari.

SIEGE(Syria, 2015, 9 min)This short documentary shot by residents of the Yarmouk refugee camp in Damascus weaves four stories together to give intimate insight into life in the camp.

ON THE BRIDE'S SIDE(Italy, 2014, 98 minutes)

Wed, Mar 1, 7pm Visual CultureLoss and Resilience, Film and Commentary on The Syrian Refugee Crisis19 Washington Square North (NYU Abu Dhabi on the Square)

Directed by Antonio Augugliaro, Gabriele Del Grande, and Khaled Soliman Al NassiryA Palestinian poet and an Italian journalist meet five Palestinians and Syrians in Milan who entered Europe via the Italian island of Lampedusa after fleeing the war in Syria. They decide to help them complete their journey to Sweden – and hopefully avoid getting themselves arrested as traffickers – by faking a wedding. With a Palestinian friend dressed up as the bride and a dozen or so Italian and Syrian friends as wedding guests, they cross halfway over Europe on a four-day journey of three thousand kilometres. This emotionally charged journey not only brings out the stories and hopes and dreams of the five Palestinians and Syrians and their rather special traffickers, but also reveals an unknown side of Europe – a transnational, supportive and irreverent Europe that ridicules the laws and restrictions of the Fortress in a kind of masquerade which is no other than the direct filming of something that really took place on the road from Milan to Stockholm from the 14th to the 18th of November 2013.

NOT WHO WE ARE(Lebanon, 2013, 75 minutes)

Wed, Mar 22, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee Crisis19 Washington Square North (NYU Abu Dhabi on the Square)

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Directed by Carol Mansour

In early 2013, Syrians became the fourth largest refugee population in the world. Close to one million of those have taken refuge in Lebanon. More than eighty percent are women and children. "Not Who We Are" portrays the lives of five Syrian women refugees, from different socio-educational backgrounds. In Lebanon they struggle against life’s daily brutality and try to rebuild lives shattered by war. They provide us with a glimpse into their daily hardships as well as their strength, resilience and survival instinct.

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1. Introduction: Immigration Past and Present

Week 1— January 25

Migration as freedom: drawing the line between political and economic migration

What are the main concerns that have driven migration and migration policy over the past century?

Readings due: Zahra, Tara. 2016. The Great Departure: Mass Migration from Eastern Europe and the Making of the Free World: WW Norton & Company.

Trending~ http://www.slate.com/articles/news_and_politics/history/2016/11/donald_trump_mass_deportation_and_the_tragic_history_of_operation_wetback.html

[the readings under the trending section are be newspaper articles or video clips covering current events related to the migration issues covered each week. The goal is to connect the analysis of migration themes to debates about migration happening currently in the political sphere.

The instructor will populate this section, but the trending section is also a space for crowdsourcing. Students are encouraged to suggest and share articles from the press on the themes covered each week.]

Week 2— February 1

The Life: Immigrant experiences of immigration policy

How have large-scale labor migration policies shaped the lived experiences of migrants and their families?

Screening: Immigrant memories: North African Inheritance. 1997. Yamina Benguigui. Paris: Canal +

The screening will be in Bobst, and will be offered during the class period and at one additional time. Please be sure to check locations and times. Viewing the documentary is mandatory. The film is also available online in French, without English subtitles.

Readings due:

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Shon, J.-L. P. K. and G. Verdugo (2015). "Forty years of immigrant segregation in France, 1968–2007. How different is the new immigration?" Urban Studies 52(5): 823-840. https://www.econstor.eu/bitstream/10419/96720/1/dp8062.pdf

Trending~TBA

Film screening:

AFTER SPRING(U.S., 2016, 98 minutes)

Wed, Feb 1, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee CrisisKing Juan Carlos Auditorium, 1st Floor, 53 Washington Square South

Week 3— February 8

The theories: Economic and political interpretations of migration causes and dynamics

How have analysts of immigration interpreted the movement of workers and how have their perspectives informed policy?

Readings due: Piore, Michael J. 1980. Birds of passage. Cambridge: Cambridge Books.

Massey, Douglas S, Joaquin Arango, Graeme Hugo, Ali Kouaouci, Adela Pellegrino, and J Edward Taylor. 1993. "Theories of international migration: A review and appraisal." Population and development review:431-66. http://media.library.ku.edu.tr/reserve/resfall05_06/INTL%20450%20Ahmet%20Icduygu/Theories%20of%20International%20Migration.pdf

Trending~TBA

Assignment due:Assignment #1: Reaction essay – please write a 500-word essay capturing your reactions to Immigrant Memories. Please consider the themes in the documentary film in relation to theories about labor migration covered in the readings for week 3.

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2. Immigrant Work and Workers

Week 4— February 15

Immigration and the labor process

How does the incorporation of migrant workers inform the organization of work and the politics of skill?

Readings due:

Ribas, Vanesa. 2016. On the Line: Slaughterhouse Lives and the Making of the New South. Berkeley: University of Cailfornia Press.

Iskander, Natasha, Nichola Lowe, and Christine Riordan. 2010. "The rise and fall of a micro-learning region: Mexican immigrants and construction in center-south Philadelphia." Environment and Planning A 42(7):1595-612. http://nicholalowe.web.unc.edu/files/2015/06/Iskander-Lowe-Riorden-EPA.pdf

Trending~TBA

Film screening:

DISTRICT ZERO(Spain, 2015, 65 minutes)Directed by Pablo Iraburu and Jorge Fernández Mayoral

Wed, Feb 15, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee CrisisKing Juan Carlos Auditorium, 1st Floor, 53 Washington Square South

Week 5— February 22

Gender and migration policy

How does migration policy interact with other forms of social inequity? How do these forms of stratification affect access to rights and services?

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Readings due:Coll, Kathleen. 2010. Remaking citizenship: Latina immigrants and the new American politics. Stanford: Stanford University Press.

Trending~TBA

Week 6— March 1

Integration and assimilation

How have the concepts of integration and assimilation played out in the political arena? How have the policies produced through these debates shaped the way that immigrants and their families participate in economic and social life?

Readings due: Gonzales, Roberto G. 2015. Lives in limbo: Undocumented and coming of age in America. Berkeley: Univ of California Press.

Portes, Alejandro, and Rubén G Rumbaut. 2001. Legacies: The story of the immigrant second generation. Berkeley: Univ of California Press. Chapters 2, 3, and 4.

Trending~TBA

Film screening:

ON THE BRIDE'S SIDE(Italy, 2014, 98 minutes)

Wed, Mar 1, 7pm Visual CultureLoss and Resilience, Film and Commentary on The Syrian Refugee Crisis19 Washington Square North (NYU Abu Dhabi on the Square)

Week 7— March 8

Rural to Urban Migration

How does rural to urban migration differ from international migration? What factors matter for integration?

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Readings due:

Saunders, Doug., 2011. Arrival city: How the largest migration in history is reshaping our world. Vintage.

Assignment due:Assignment #2—Reflection essay: Please write a 750-1000 word essay reflecting on one or more themes covered between weeks 4 and 7 inclusive (Immigrant Work and Workers). Please consider how the readings help us understand the status of immigrant workers in light of economic changes today. You may address this question by considering a single theme or insight or you may reflection on this question by synthesizing, comparing and contrasting ideas from several readings or weeks. Please be sure to draw on (and cite) at least two readings.

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3. Borders and Division

Week 8— March 22

The creation of political borders and economic borderlands

How are borders created and policed? How do borders create migrants? What is the significance of the militarization of borders, and how does this shape the migration trajectories of migrants? How do borders shape immigration politics and policies?

Readings due: Andersson, Ruben. 2014. Illegality, Inc.: Clandestine migration and the business of bordering Europe. Berkeley: Univ of California Press.

Hernandez, Kelly Lytle. 2010. Migra!: A history of the US border patrol. Berkeley: Univ of California Press.

Trending~TBA

Film screening:

NOT WHO WE ARE(Lebanon, 2013, 75 minutes)

Wed, Mar 22, 7pmLoss and Resilience, Film and Commentary on The Syrian Refugee Crisis19 Washington Square North (NYU Abu Dhabi on the Square)

Week 9— March 29

Survival migration, refugees, and the fraught distinction between political and economic migrants

What is the difference between a refugee and a migrant? On what is that distinction based and who decides?

Readings due: Betts, Alexander. 2013. Survival migration: Failed governance and the crisis of displacement. Ithaca: Cornell University Press.

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Ticktin, Miriam. 2005. "Policing and humanitarianism in France: immigration and the turn to law as state of exception." interventions 7(3):346-68.

Trending~TBA

4. Connections and possibilities

Week 10— April 5

Guest moderator: TBA

Migration and development policy and politics

What is the relationship between migration and development, if any? Is migration the same as development? What determines whether migration fosters development and what determines whether migrants become development actors? Can policies link emigration to the development of countries or communities of origin?

Readings due:Iskander, Natasha. 2010. Creative state: forty years of migration and development policy in Morocco and Mexico: Cornell University Press.

Clemens, Michael A. 2011. "Economics and emigration: Trillion-dollar bills on the sidewalk?" The Journal of Economic Perspectives 25(3):83-106. http://www.cgdev.org/files/1425376_file_Clemens_Economics_and_Emigration_FINAL.pdf

Trending~

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Week 11— April 12 Migration, informality, and new urban spaces

How does migration alter urban spaces in receiving areas? How does migration create new spaces? How do those spaces span the symbolic and physical borders between formal and informal status?

Readings due:Gabiam, N. (2012). When "Humanitarianism" Becomes "Development": The Politics of International Aid in Syria's Palestinian Refugee Camps. American Anthropologist, 114(1), 95-107. http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1006&context=anthr_pubs

Martin, D. (2015). From spaces of exception to ‘campscapes’: Palestinian refugee camps and informal settlements in Beirut. Political Geography, 44, 9-18.

Stevenson, A., & Sutton, R. (2011). There's No Place Like a Refugee Camp? Urban Planning and Participation in the Camp Context. Refuge (0229-5113), 28(1), 137-148. https://refuge.journals.yorku.ca/index.php/refuge/article/viewFile/36097/32767

Nasiali, M. (2012). "Ordering the Disorderly Slum:“Standardizing” Quality of Life in Marseille Tenements and Bidonvilles." Journal of Urban History. http://s3.amazonaws.com/academia.edu.documents/34198094/Journal_of_Urban_History-2012-Nasiali.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1484853382&Signature=id%2BoH7AHcScs85zhHwBekPt6vkc%3D&response-content-disposition=inline%3B%20filename%3DOrdering_the_Disorderly_Slum_Standardizi.pdf

Trending~TBA

5. Everything That Is Old Is New Again

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Week 12— April 19

Selective exclusion and security concerns

What are the justifications used to exclude certain groups of immigrants and what are the criteria used to determine exclusion (race, religion, class)? To what extent does the implementation of exclusionary immigration policies foster the development of bureaucracies and policies design to surveil and control residents, citizens and non-citizens alike?

Readings due: Lee, Erika. 2003. At America's gates: Chinese immigration during the exclusion era, 1882-1943. Chapel Hill: Univ of North Carolina Press.

Trending~ TBA

Week 13— April 26

Migration and climate change

How are emergent climate change pressures creating new waves of migration? How are the pressures refracted through institutional structures, and does this matter for their effect on migration dynamics? Are these pressures new?

Readings due: Kelly, John. 2012. The graves are walking: the Great Famine and the saga of the Irish People: Macmillan.

Kelley, Colin P., Shahrzad Mohtadi, Mark A. Cane, Richard Seager, and Yochanan Kushnir. 2015. "Climate change in the Fertile Crescent and implications of the recent Syrian drought." Proceedings of the National Academy of Sciences 112(11):3241-46.

Trending~TBA

6. Synthesis and Reflection

Week 14— May 3

Immigration and doing a history of the future

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How does considering historical immigration trends help us understand emergent immigration dynamics? How does this exercise help us decipher current immigration politics and policies? How does it suggest avenues for advocacy and action?

Exam due:Final Exam – due on the last day of class: the final exam is a take-home exercise consisting of two short essays of 1000 words each in response to the questions in the exam.

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