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ANTH 4300
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Feb 10, 2024
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SYLLABUS ANTH 4300 MIGRANTS AND REFUGEES FALL 2023 Gateway 137 Instructor: Dr. Alicia Re Cruz Email: [email protected] Office: Sycamore 104 A Office Hours: T 12:30 - 1:30 or by appointment *Some content of this course was created and designed by Dr. Jara Carrington. COURSE DESCRIPTION Welcome to Migrants and Refugees! I hope that you will find this course both challenging and rewarding. International migration is a powerful global phenomenon that affects millions of people around the world. The term displacement, which refers to the forced movement of individuals or groups, is an important concept in the discussion of international migration. In this course, we will learn about and critically evaluate the multiple, intersecting institutions and processes that shape forms of displacement across the globe. We will consider how international and national law defines and differently treats migrants based on distinctions between "forced" and "voluntary" migration. In addition, we will examine how political, legal, and social processes influence the lived experience of migrants across the globe. This reading-intensive seminar is framed from the anthropological perspective, although it welcomes the contributions of a broad variety of disciplines. Topics cover the building of an anthropological approach to migration, one that takes into consideration both macro level processes and the everyday, lived experience on the ground in both sending and receiving countries. We will learn about international and national structures, policies, and practices of migration; we will consider the construction and maintenance of national borders; and we will survey a variety of theoretical approaches to understanding migration. In the second part of the course, we will turn our focus to the U.S. migration system specifically and analyze how immigration law and policy shapes the experience of migrants and citizens alike. In the final section, we will move outside the U.S. to examine specific regional and thematic topics that are relevant to displacement. In addition, this course has a community-engaged learning component that will be conducted in partnership with ODIS (Opening Doors International Services), which will help students learn about the different programs the organization provides to assist the local migrant, refugee, and asylum seeker community. Community-engaged learning Service/experiential learning or community-engaged learning is a pedagogy that integrates meaningful community-engaged service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Community-engaged learning gives students the opportunity to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs aim to give back to the community as a valuable goal in and of itself based on the idea that working with community partners is good preparation for citizenship, work, and life.
Thinking globally and acting locally, participants in this course will have the opportunity to carry on a project in partnership with Opening Doors International Services, Inc. (ODIS) located in Denton, TX. ODIS is a US Department of Justice recognized agency that has been providing immigration assistance and humanitarian services for families and individuals in North Texas since 2003. We will join Dr. Altiok's class, WGST 5800 Gender & Globalization for this community engaged class project. Students in both classes will receive an orientation from our community partner and will have the opportunity to assist their staff in conducting technical reviews of immigrant applications. They will also have the chance to showcase the knowledge they gained and the service they provided to the community through their presentations in class. This community- engaged learning project goes beyond "volunteer work" in that it is designed to support the academic goals of this course (see learning outcomes below). Students who are interested in committing more hours than those required for this class may also have the chance to formalize this as an internship with ODIS. Community Partner: Opening Doors International Services (ODIS) On average, each student should spend about 2-4 hours per week on their service- learning project for at least 20 hours during the semester. In most cases, the service- learning component will require students to go to ODIS outside of class time. We will have a meeting with ODIS staff on September 6 in their offices on 2200 Bell Avenue, Denton, TX to learn about the work they do. Note: ODIS is located right next to Trinity Presbyterian Church. We will record the meeting, in case your schedule does not allow you to join in person. At our first two class meetings, we will talk about service-learning, and discuss ideas - your professor's, our community partners', and yours! COURSE OBJECTIVES • Assess and evaluate key concepts about migration, such as displacement, migrant, refugee, and borders • Apply a cultural anthropological approach to understand migration processes • Develop and exercise critical thinking skills in the analysis of displacement • Develop an awareness of the complexity and diversity of cultures and societies within the United States and around the world. Reflect of their own place and social responsibility in our deeply inter-connected world. REQUIRED READINGS/READING ASSIGNMENTS All required article and chapter readings for the course will be accessible electronically through Canvas and/or the UNT Libraries for your reading and downloading pleasure. If you are trying to access a reading that is in an academic journal and the link does not work, all citation information is provided so that you can go through the library search and find it yourself. If that doesn't work, please contact me.
EVALUATION AND EXPECTATIONS COURSE EXPECTATIONS This course requires significant engagement with new and sometimes academically rigorous materials. Further, we may cover content in this course that challenges your personal beliefs and opinions. I do not expect you to agree with course materials in order to do well in this class (I don't agree with everything our authors might say!) but I do expect you to a) approach these topics in an open, anthropological, and intellectual fashion and b) use course content and the provided resources to complete assignments, exams, and your final paper. Comments that are disrespectful to your classmates and/or myself will not be tolerated. GRADES There are no exams in this course. However, this course does require you to develop and practice two skills important to anthropologists—reading and writing. GRADING AND ASSIGNMENTS : 1. Weekly Analytical Summary of readings 2. Mid-semester reflections on your community work or other project 3. Reflection essay on community work or other project 4. Presentation of community-engaged research or project 5. Critical Analysis of Ethnography on Displacement 1. Weekly Analytical Summary of Readings (13 lessons x 30 points = 390 points ) Analytical summaries should consist of approximately 1000 words essay of the required readings for that week to be posted by noon on Tuesday, i.e. on the day of our class meeting using. the Discussion tab on Canvas. At the end of your summary, you must pose at least 2 critical questions or issues that the reading raises for us as a class . These critical questions will be discussed collectively during the first part of our class/seminar. Every Tuesday by noon, I expect everyone to have more or less completed the readings and reflected on them. You may also include in your essay what you do not understand or find confusing in the reading. Your analytical summary must be analytical in the sense that it should i) demonstrate that you engaged with the arguments presented in the material, and that you can talk intelligently about the strengths and weaknesses of those arguments; and ii) tie back to previous readings and class discussions. Last, but certainly not least, these analytical summaries should use proper English, and be free of spelling and grammar errors. They can have a personal tone. In fact, I encourage you to reflect on your personal experiences of displacement as you complete this assignment. You can imagine and compare your experiences with those of your grandparents or parents, for e.g. Where relevant, you could link the concepts or examples discussed in the reading to your own life experiences, work, daily practices, habits, etc. 2. Mid-semester reflections on community project (50 points, October 10) This will be a short reflection paper where you discuss what work you did, who you worked with and how, and how you felt about it. This shorter writing assignment (750 words, i.e. 1-2 pages) is designed as a way for you to pause and reflect on what you have done, and what you have
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