Course Syllabus

DIS Logo

Cultural Diversity and Integration
Spring 2017

Location: Copenhagen
Credits:
3

Major Disciplines: International Relations, Political Science, Sociology

Faculty Member: Deivida Vandzinskaite

Program Director: Neringa Vendelbo (nb@dis.dk)

Program Assistant: Alex Berlin

Mondays and Thursdays 10:05-11:25, Classroom ST3-21

Instructor: Deivida Vandzinskaite, Ph.D in Education (Siauliai University, Lithuania, 2011) with the focus on the cross-cultural use of Service Learning in higher education, MA in Social Anthropology and Sociology (Vytautas Magnus University, Lithuania, 2006). Lecturer and Senior Research Scholar, Siauliai University, 2007-2013. Visiting scholar at the Danish School of Education, Aarhus University, 2008-2012. Research experience on the national and international level covers topics related to cultural diversity and cross-cultural issues, gender and family studies, global diffusion of educational models, voluntary participation in Europe. With DIS since 2013.

Description of course:  Globalization, they say, has torn down walls, dissolved old hierarchies and brought us closer than ever before. But the proximity and equality has often led to anxiety, confrontation and violence, rather than dialogue and multicultural understanding.

More locally, neighborhood surveys from the US and around the world show that in neighborhoods of high cultural diversity, the level of trust is lower than average, volunteering and community engagement rarer, levels of voluntary fundraising and collective infrastructure maintenance are low, micro-credit default rates are high, cheating in games is more prevalent and friends fewer. Cultural diversity brings out the turtle in us. That is, cultural diversity seems to be negatively correlated to so-called ‘social capital’ or the social cohesion of a society.

Historically, Denmark has enjoyed a strong sense of social cohesion. Here we find very high degrees of trust, happiness, life satisfaction, and felt social justice. We also champion very low degrees of corruption and socio-economic inequality. The worry amongst many now is that immigration and rising levels of cultural diversity will change that for the worse.

In Sweden, a country similar to Denmark in many ways, the approach to immigrant integration has been very different. In contrast to Denmark’s perceived nationalist response, Sweden appears to have remained welcoming, and openly multiculturalist. The current refugee crisis brought some changes in the countries ‘welcoming approach’ though.

Italy is dealing with high migration flows. The country has not yet adopted adequate immigration and integration laws and policies. Therefore immigration is not efficiently managed, especially in the height of refugee crisis.

This class will compare and contrast these three countries on the relation between cultural diversity and social capital, whilst invoking comparative case-study material from around Europe and the US. You will get to develop your analytical and critical thinking in this field of growing importance in ever more culturally diverse societies all around the world.

Learning objectives of the course:  Upon completion of this course, you will gain first-hand knowledge of the relationship between cultural diversity and social capital in Denmark, Sweden and Italy as well as some comparative material and sociological tools to analyze and competently evaluate the social, cultural, and political mechanisms that underlie this relationship.

Specifically, you will:

  1. Engage with and think critically about key methodological issues in an area of the social sciences often permeated by political motivations of all sorts. One particular focus will be the advantages and limits of
  2. Develop your capacities for critical thinking in this area on two levels:
    1. On the sociological empirical/explanatory level through a multi-faceted approach to what the exact challenges stemming from ‘integration’ in Denmark & Sweden and ‘cultural diversity’ in Italy are, and why they seem to be such recalcitrant challenges.
    2. On the political theoretical level of appreciating the complexity involved in coming up with apt and viable recommendations (both strategic and specific) to address these challenges.

In module one, you engage directly with the relationship between cultural diversity and ‘social capital/cohesion’ in Denmark and Sweden and learn how concepts and phenomena such as ‘inclusion’, ‘integration’, ‘assimilation’ and ‘citizenship’ are invoked to address both ground level challenges and the psychological, sociological and political mechanisms that influence this relation. The immediate context of this exercise is a comparison of the very different Danish and Swedish responses to the recent introduction of cultural diversity through immigration in Scandinavia.

In module two, you will learn how the relation between cultural diversity and social capital informs Italy’s politics and society. You will learn about all of the topics, but each of you will get the chance to focus in depth on one topic through reflection on the different perspectives introduced in class and on our study tour to Rome. On the basis of research into the historical and social background of the different groups, and the first-hand experiences and subsequent research into the Italian society and culture, you will be asked to create a group project on a chosen topic.

In sum, this course will have you engage with and gain a deeper understanding of the social, cultural and political mechanisms that underlie the relation between cultural diversity and social capital in order to provide you with a sharpened judgement in this field in a globalized world where cultural diversity is on the increase in most all societies.

Field studies and study tours: 

Core Course Week & Short Study Tour 

The first part of the core course week in Copenhagen and short study tour to Southern Sweden focuses on the problems of immigration and integration in a comparative perspective between Denmark and Sweden. Examples of previous visits include: The Trampoline House for asylum seekers, a talk with representatives from the Center for Inclusion and Employment of the Municipality of Copenhagen,  a Muslim Private School & Mosque in Malmö,, the Göteborg Museum of World Culture, a visit with the nationalist Sweden Democrats to gain first-hand knowledge for your reflections on Denmark vis-á-vis Sweden in this area.

Long Study Tour

Few cities can rival Rome’s astonishing historic and cultural heritage. It is a multicultural city, historically known as a host for many foreigners, who have in turn contributed to the city’s cultural and economic growth. Yet coexistence of different cultures and ethnicities – coesisteza, as it is known in Italy – does not come without obstacles. At the core of the current political and public agenda are immigration and integration, which are referred to (by some) as national problems and even emergencies. Migration flows are not efficiently managed, especially in the height of refugee immigration, and Italy has not yet adopted adequate immigration and integration laws and policies.

During this study tour, you will look at the treatment of migrants and minorities in Italy, learn about how immigration and integration are implemented in two contrasting parts of Europe, Italy and Denmark, and develop perspectives on the EU’s attempts to implement a common solution for handling the refugee crisis.

Possible activities:

  • Visit the Joel Nafuma refugee center, the Migration, Asylum and Social Integration Center, and meet with representatives from a right-wing political party.
  • Hear a lecture and have a discussion with leading researchers on multiculturalism in Italy, and meet with local university students.
  • Visit Saint Peter's Basilica and see the astonishing frescoes in the Vatican Museum, and enjoy a top view of the impressive Colosseum and walk around the Roman Forum.

Field Studies and Program Debates

  • In the core course week you will be with the core class for two days in Copenhagen prior to our short study tour to Sweden. These two days will involve:
  • Engaging in an Interview assignment.
  • A visit to Trampolinhuset – an NGO for asylum seekers in Denmark.
  • A discussion with a representative of the Immigration center about immigration laws and restrictions.

 

 Evaluation: 

 

Type

Pages

Deadlines

Grading

Engagement

Individual

Na.

Ongoing

20%

Interviews*

Group /Individual

4-6

Monday, 13 March

 

30%

’Must visit’ Presentation*

Group

      Na.

Monday,  27 March

 

20 %

Final project*

 

 

Group project/Individual academic reflection

3-4

 TBA

 

30%


Guidelines for assignments*
: All assignments must be double-spaced, Times New Roman 12-point font, 1-inch margins. At DIS, one page equals 300 words.

You are expected to use correct citing formats (either APA or MLA) on all assignments. See http://owl.english.purdue.edu/owl/section/2/ for guidelines concerning the two different citing formats. Papers not adhering to these guidelines will be deducted points.

 * Detailed information about the assignments will be presented in class.

Engagement  (20%):

  • Engagement and contribution to the class is critical for both individual and class success. To prepare for each day, you are thus required to read all assigned material and thoughtfully consider preparation questions.  In class, you are expected to contribute value-added knowledge and insights, actively participate in class discussions, engage with outside speakers, and ask good questions.
  • Leading Discussion – Each student is responsible for leading a class discussion throughout the semester. The presentation basically involves an introduction and brief overview of the subject matter. Leading the discussion involves careful reading of the material and thoughtful construction of questions. The class will submit additional questions for your consideration the night before your discussion and will commit to participating in the discussion. Your participation and (especially) your discussion leadership will be evaluated as part of your course grade. Your grade will be based on the quality, thoughtfulness, and types of questions asked; the effectiveness of the organization; the depth of analysis, and each discussion leader’s command of the material and participation guiding the discussion. You will be asked to submit to me your questions or notes for discussion on the day of your presentation, which will be added to your portfolio for the course.
  • Engagement also means meeting the deadlines of all assignments and turning up on time to class!
  • Your grade will also reflect the level of your participation in the following oral / written components of the class:
  • The Module I interview assignment group work.
  • Study tour debrief and wrap-up sessions.
  • The Sweden and Italy group pre-departure presentations (incl. handout)

Disability and resource statement:   Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Policies

Core Course Week and Study Tours

Core Course week and study tours are an integral part of the core course as we take the classroom on the road and see how theory presented in the classroom is translated to practice in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short study tour during Core Course Week and a long study tour to a relevant European destination.

Expectations for study tours

  • Participate in all activities
  • Engage in discussions, ask questions, and contribute to achieving the learning objectives
  • Respect the destination, the speakers, DIS staff, and your fellow classmates
  • Represent yourself, your home university and DIS in a positive light

While on a program study tour DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.

The dates for core course week, including short study tour, and your long study tour are below for your reference.

  • Core Course Week: Monday, February 6th – Saturday, February 11th, 2017
  • Long Study tour to Rome: Sunday, March 19th – Friday, March 24th , 2017

Travel Policies: You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office. You are free to return to Copenhagen on your own at the conclusion of the tour at your own expense, but please let your tour leaders know, and send your travel itinerary to studenttravel@dis.dk beforehand.      

Laptop Policy: In the beginning of the term, we will discuss acceptable use of laptops in class.                           

Other: Writing one paper for two classes is an option for students who get advance permission from the Teaching & Learning Centre and both instructors. For more on this, see here. DIS offers online writing tutoring for all DIS students.  During the semester any student can e-mail his/her paper to onlinetutor@dis.dk  with the assignment and any questions he/she has.  You can expect to receive feedback within 48 hours.

Readings:

Denmark in The Almost Nearly Perfect People: behind the myth of the Scandinavian Utopia, 2015, chapters 1-7.

Algan, Y., Bisin, A., Verdier, Th. 2012. Perspectives on Cultural Integration of Immigrants: An Introduction, in Cultural Integration of Immigrants in Europe, Algan, Y., Bisin, A., Mannang, A., Verdier, Th., (Eds.), MPG Books. Peter Nannestad, Gunnar Lind Haase Svendsen & Gert Tingaard Svendsen. 2008. Bridge Over Troubled Water? Migration and Social Capital, Journal of Ethnic and Migration Studies, 34:4, 607-631. 

Portes, Alejandro. Social Capital: Its Origins and Applications in Modern Sociology Annual Review of Sociology Vol. 24: 1-24 (Volume publication date August 1998) http://digicult.net/moss_texts/SOCIALCAPITAL_ItsOriginsandApplicationsinMo dernSociology.pdf 

Sweden: The Flagship of Multiculturalism; K. Borevi in Brochmann Grete & Anniken Hagelund (eds). Immigration Policy and the Scandinavian Welfare State, 1945-2010. Palgrave, Macmillan. 

Denmark; a National Welfare State Meets the World; H. Vad Jønsson & K.Petersen in Brochmann Grete & Anniken Hagelund (eds). Immigration Policy and the Scandinavian Welfare State, 1945-2010. Palgrave, Macmillan.

Uhnoo, S. 2015. Within ‘the Tin Bubble’: the police and ethnic minorities in Sweden, Policing and Society: An International Journal of Research and Policy, 25:2, 129-149.

Armillei, R. (2015) A Multicultural Italy?, Chapter 9: https://www.researchgate.net/publication/276279609 

Tassinari, F. (2016) The Disintegration of European Security: Lessons from the Refugee Crisis, FEATURES, PRISM 6, No.2, 71-83. 

Caneva, E.(2014). The integration of migrants in Italy: an overview of policy instruments and actors. Research Report, INTERACT RR2014/05. 

The social situation concerning homophobia and discrimination on grounds of sexual orientation in Italy, Report, Danish Institute for Human Rights, March 2009.  

Course Summary:

Date Details Due