SCHOOL

ECONOMIC AND REGIONAL STUDIES

ACADEMIC UNIT

BALKAN, SLAVIC AND ORIENTAL STUDIES

LEVEL OF STUDIES

UNDERGRADUATE

COURSE CODE

BSA302-III

SEMESTER

2nd

COURSE TITLE

Anthropological thought and Social Theory

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

GENERAL BACKGROUND

PREREQUISITE COURSES:

OXI

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

GREEK

IS THE COURSE OFFERED TO ERASMUS STUDENTS

NO

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO224/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

Research, analysis and synthesis of data and information

Exercise criticism and self-criticism

Autonomous work

Promotion of free, creative and inductive thinking

Upon the completion of the course, the students will have come into contact with the basic concepts, definitions and fields of Social and Cultural Anthropology (kinship, economy, political organization, symbolic systems-religion, gender) and the type of holistic way of viewing societies between ethnographic present and historical past. They will have examined the main theoretical schools of the 20th and 21st centuries (American, British and French) which have defined anthropological thought (functionalism, post/structuralism, interpretive approach). Finally, the course will have introduced the students to the methodological peculiarities of ethnographic field research, the comparative method and the holistic anthropological understanding.

WEEKLY THEMES

1-2nd week CULTURE

3-4th week WRITING ABOUT THE OTHER

5-6th Week FAMILY

7th Week THE STATE AUTHORITY

8th Week SOCIAL CHANGE

9-10th Week THE CONCEPT OF INTERPRETATION

11th Week THE CONCEPT OF RESPONSIBILITY

12th Week. NEWER TRENDS IN ANTHROPOLOGICAL RESEARCH

Week 13 REVIEW-EXAM PREPARATION

DELIVERY
Face-to-face, Distance learning, etc.

Face to face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

The course is evaluated by written exams at the end of the semester. Exams are based on the pages listed in each week's Required Readings (see course site). The written exams contain different types of multiple-choice questions (multiple answers, YES/NO, etc.) but also very short development questions (max 5-6 sentences)

- Suggested bibliography:

C.Javeau, Η Έρευνα με Ερωτηματολόγιο- Το Εγχειρίδιο του Καλού Ερευνητή, Αθήνα, Τυπωθήτω Γ.Δαρδανός, 1996 [ Βασικό βοήθημα για τις εργασίες σας].

. Γκ.Λίενχαρντ, Κοινωνική Ανθρωπολογία, Αθήνα, Gutenberg, 1985 ( Μετάφραση του κλασσικού εγχειριδίου κοινωνικής ανθρωπολογίας στα ελληνικά. Εισαγωγικό και κατατοπιστικό κείμενο).

Α. Κούπερ, Ανθρωπολογία και Ανθρωπολόγοι. Η σύγχρονη βρετανική σχολή. Αθήνα, Καστανιώτη 1994.

 I.Craig, Σύγχρονη Κοινωνική Θεωρία. Από τον Parsons στον  Habermas, μετάφραση- επιμ. Π.Λέκκας, Αθήνα, Ελληνικά Γράμματα, 1998.

- Relatedacademicjournals:

Σύγχρονα Θέματα, https://www.synchronathemata.gr/

Εθνολογία, https://www.societyforethnology.gr/en/ethnologyonline

Anthropology Matters, https://www.anthropologymatters.com/index.php/anth_matters/issue/view/65

Society for Social Anthropology, https://culanth.org/

SCHOOL

Economics and Regional Studies

ACADEMIC UNIT

Balkan, Slavic and Oriental Studies

LEVEL OF STUDIES

Undergraduate

COURSE CODE

ΒΣΑ307-ΙΙΙ-2

SEMESTER

5th

COURSE TITLE

Anthropology of Migration and Diaspora Communities in South-Eastern Europe and the Near East

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background

PREREQUISITE COURSES:

No

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

Greek

IS THE COURSE OFFERED TO ERASMUS STUDENTS

No

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO235/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

1. Intellectual Skills of Synthesis and Analysis

• Understanding the different aspects of migration, inclusion and exclusion in relation to anthropological methods and concepts

• Synthesis and generative thinking based on the study of empirical data

• Learning to formulate an argument based on the data of the bibliographic research

2. Research Skills

• Development of capacities of flow and organization of sources

• Structure of an academic text

• Presentation skills using new technologies

3. Development of Research Technologies

• Developing research digital skills

• Deeper understanding and analysis of visual material

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

• Data research and analysis

• Independent or group work

• Respect for diversity and multiculturalism

• Promotion of criticism and self-criticism

• Promotion of free, creative and inductive thinking

The course examines different forms of migration, transnational and economic migration, brain migration, gender migration, and compares them to other categories of movement and attitude such as refugee and diaspora. Different approaches to the study of migration will be studied (economic and historical approach network study, global south and migration). Different forms of diaspora are compared, such as historical and contemporary diasporas, diaspora as a double consciousness, the concept of diaspora, and LGBTI communities and online diasporas. Finally, the course will highlight different policies of integration, collective organization and artistic expression of immigrants or diasporas (eg literature of immigration, diasporic cinema, etc.). The ethnographic examples will concern migrants from/to the regions of Eastern and South-Eastern Europe as well as the Near East.

The aim of the course is to familiarize the students with the different categories of immigration as well as with the different immigrant communities and diasporas of Northern and South-Eastern Europe & the Near East. The examples of cross-cultural encounters, displacements and the management of the diasporic condition in the wider region of North Africa, SE Europe and the Near East constitute the field of observation of ethnographic and other factual data that allow students to deepen their knowledge in basic anthropological concepts and analytical categories taught in previous years about space and time, region, ethnicity, gender identity and types of community from modernity to the digital age

1. A.    Definitions

1st Week. Introduction

2nd Week. Methodology Issues

3rd Week Global Migrations and Diaspora (19th century - First half of the 20th century)

4th Week Transnational Migration and Diasporic Identities (2nd half-20th-21st)

5th Week. Economy and Immigration and the Economy of immigration

B. Border-Integration

6th Week. Borders-Security—National/European Policies

7th Week Multiculturalism- Xenophobia and Racism

 8th Week Marriages and Transnational Families

9th Week. The return migration

10th Week. New Forms of Inclusion-Movements

C. Representation

11th - 12th Week. Migrations and Art. Literature, Museums and Cinema

13th Week. Recap

DELIVERY
Face-to-face, Distance learning, etc.

Face to Face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

ICT in teaching and communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

- Suggested bibliography:

C. Brettell.2003.  Anthropology and migration. Essays on transnationalism, ethnicity, and identity. Walnut Creek: Altamira Press. Pp.9-23, 23-47.

S. Castles& M.Miller (1998) The Age of Migration. International Population Movement , London/Hampshire: 67-104, 104-141.

Koser, Khalid 2007. International Migration: A Very Short Introduction, Oxford: Oxford University Press 28-41.

S. Vertovec& R. Cohen (eds) Migration, Diasporas and Transnationalism, Cheltenham: Elgar Reference Collection

Werbner, Pnina. "Global pathways. Working class cosmopolitans and the creation of transnational ethnic worlds." Social anthropology 7.1 (1999): 17-35.

- Related academic journals:

Journal of Ethnic and Migration Studies

Journal of International Migration and Integration

Migration and Society

SCHOOL

Εconomic and Peripheral Studies

ACADEMIC UNIT

Dept. of Balkan Studies and Oriental Studies

LEVEL OF STUDIES

Undergraduate

COURSE CODE

ΒΣΑ 300/200/400-ΕΠ

SEMESTER

7th

COURSE TITLE

ETHNOGRAPHY & CITY, MOVEMENTS &CULTURAL INDUSTRIES

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background, Skills development

PREREQUISITE COURSES:

No

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

English

IS THE COURSE OFFERED TO ERASMUS STUDENTS

Yes

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO138/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

-Improving qualitative research skills

-Combining ethnographic methods with analytical categories of urban anthropology

-Developing digital skills ( making an original  video or podcast)

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

-Working in an international environment 

-Working in an interdisciplinary environment 

-Criticism and self-criticism 

-Production of free, creative and inductive thinking

This course explores key issues in urban ethnography and examines the interconnectedness of cities and globalization. It investigates different types of urban centers, with a particular focus on Eurasia and the Global South. Emphasis will be placed on how capitalism (e.g., markets, the informal economy, port cities), global networks (such as transnational communities), and contemporary challenges and opportunities (including climate change, resilient cities, and smart cities) shape urban life.The course also considers how urban residents—urbanites—are influenced by and respond to practices, material conditions, and circulating ideas within global or globalizing cities, which are continually transformed through local contexts. Within this framework, we will examine the emergence of creative networks, such as festivals, museums, and the mobility of artists, as well as various social movements, including those focused on environmental issues, migrant and refugee solidarity, and LGBTQ+ rights. Special attention will be given to the relationship between urban lifestyles and cinema, and how film continues to shape our perceptions and imaginaries of the urban experience.

Weekly Schedule (13 weeks)

Week 1 – Introduction: Why Ethnography in/of the City?

• Classic urban anthropology (Chicago School, Lefebvre, de Certeau).
• The methodological challenges of doing ethnography in cities.

Week 2 – Methods I for Urban Ethnography

• Participant observation, fieldnotes, mapping, interviewing.
• Ethics of research in public and creative spaces.

Week 3 Methods II-Digital story telling and the city

Walking, commuting, migration.

• Ethnographies of mobility, transport, and rhythms of the street.

Week 4 –  Everyday Life and Urban Rhythms

• Walking, commuting, migration.

Week5. Urban Publics and Social Movements

• The “right to the city.”
•  Student Ethnography Workshop I
• Peer review of research proposals and initial fieldwork findings.
• Discussion of methods, challenges, and data.

Week 6 – Cultural Industries, the Creative City and Inequalities

• Theories of cultural industries.Creative economies as urban engines and policy tools.
• Precarity and labor in cultural industries.
• Gender, race, and class in urban cultural production.

Week 7– Gentrification, Culture, and Displacement

• Artists as “urban pioneers”?
• Neighborhood change, resistance, and cultural appropriation.

 Week8– –Film and the City

• How cinema constructs urban imaginaries.
• Films as ethnographic texts; film industries as urban economies.
• Student Ethnography Workshop IΙ
• Developing analysis and connecting to theory.
• Preparing final presentations and papers

Week 9-Festivals, Nightlife, and Urban Performance

• Festivals as sites of identity and place-making.
• Nightlife economies and politics of leisure.

Week 10 – Global Circulations and Postmigrant city

• Global cities and creative hubs.
• Circuits of culture, music, and art across borders.

Week 11 -Futures of the Cultural City

• Urban futures: smart cities, climate change and cities in crisis

Week 12 13- Wrap-up

• What does ethnography teach us about cities in transformation?
• Student final presentations.

DELIVERY
Face-to-face, Distance learning, etc.

Face to Face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

ICT in teaching, communication and assessment of the students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

Written exams and/or submission of a short essay (2000 words)  based on ethnographic research and digital story telling  which will be developed and presented  inclass.

If the essay is not considered satisfactory in the way it  will be presented in class , students will take part in the writtent exams and they will have a bonus of 1 ECTS.

Those who do not attend the class and do participate in the class presentation, they will participate only in written exams.

- Suggested bibliography:

Favero, P. S. (2020). Audio-visual-sensory Essays in Post-Digital Times. Communicating Anthropological Knowledge Across the Multimodal, Multisensory, Participatory and More-than-human. Anthrovision. Vaneasa Online Journal, 8.

Jaffe, Rivke, and Anouk De Koning. Introducing urban anthropology. Routledge, 2022.

Sideri, Eleni. Coproducing Europe: An Ethnography of Film Markets, Creativity and Identity. Berghahn Books, 2023.

- Related academic journals:

City and Society, https://anthrosource.onlinelibrary.wiley.com/journal/1548744x

Urbanites, Journal of Urban Ethnographies, https://www.anthrojournal-urbanities.com/ 

SCHOOL

UNIVERSITY OF MACEDONIA

ACADEMIC UNIT

Dept of Balkan Slavic and Oriental Studies

LEVEL OF STUDIES

Undergraduate

COURSE CODE

SEMESTER

8th

COURSE TITLE

Forced Migration and Humanitarian Crises

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background

PREREQUISITE COURSES:

-

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

English

IS THE COURSE OFFERED TO ERASMUS STUDENTS

Yes

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/UNI422/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

-Critical thinking

-Analytical thinking

-Intercultural communication

-Tolerance and respect to difference

-Independent work

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others……….

Working independently

Respect for difference and multiculturalism

Criticism and self-criticism         

Lecture 1 (27/2): Conceptualizing Forced Migration – Definitions, Categories, and Key Distinctions

Main Theme:

Understanding what forced migration is and how it differs from other forms of mobility.

Key Topics:

• Migration vs. forced migration: conceptual foundations
• Voluntary–forced migration continuum
• Core categories:
• Refugees
• Asylum seekers
• Internally Displaced Persons (IDPs)
• Stateless persons
• Disaster-displaced populations
• Development-induced displacement
• Climate-related displacement
• Legal and institutional definitions (international protection frameworks)
• Challenges of categorization and overlapping identities
• Protection gaps and limits of existing definitions

Lecture 2 (2/3 and 6/3).Researching Forced Migration – Methods and Ethical Challenges

Main Theme:

How do scholars and practitioners study forced migration and humanitarian emergencies?

1. Why Methods Matter

• How definitions shape data
• The politics of counting displaced populations
• Challenges of measuring mobility in crisis contexts
• Reliability and limitations of humanitarian datα

2. Quantitative Approaches

3. Qualitative Approaches

4.Ethics

Lecture 3 (9/3 and 13/3/).  Guest Speaker, Case Study

Lecture 4 (16/3 and 20/3).  Guest Speaker, Case Study

Lecture 5 (23/3 and 27/3) .Guest Speaker, Case Study

Lecture 6.(30/3 and 3/4 ) . Guest Speaker, Case Study

Lectures 7, 8, 9, 10,11: Submission and Discussion of project Topic Project Development-Tutorials (20/4-22/5)

Lecture 12 (,25/5 and 29/5), 13 (1/6 and 5/6): Presentations and Submission of Essays 

DELIVERY
Face-to-face, Distance learning, etc.

Face to face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

Online research, communication with students, digital skills for presentations

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

Project development and presentation or

Written Exams

- Suggested bibliography:

Agier M. (2010). Humanity as an identity and its political effects (a note on camps and humanitarian government). Humanity 1(1). P. 29-45

Agier M. (2011). Managing the undesirables: Refugee camps and humanitarian government. Polity Press. Cambridge

Carr, M.(2016), Fortress Europe, Paperback

Cresswell T. (2009). Towards a politics of mobility. Society and Space, Σελ.17-31

Douzinas, K. (2019), The radical philosophy of rights, Routledge

Fassin D (2011) Policing borders, producing boundaries. The governmentality of immigration in dark times.Annual Review of anthropology,40: 213-226

Fassin D. (2007). Humanitarianism as a politics of life. Public Culture 19(3). P.499-520 

Gatrell P. (2013) The Making of the Modern Refugee. Oxford University Press

Hathaway, J., & Foster, M. (2014). The Law of Refugee Status. Cambridge: Cambridge University Press, 1-16, 91-461. doi:10.1017/CBO9780511998300.

K. Tsitselikis, (2014) “Studying International Organizations: Exploring Key-notions, Theoretical and Methodological Tools”, International Organizations and the Protection of Human Rights. Essays in honor of professor Parroula Naskou-Perraki, Th. Skouteris & M. Vagias (eds.), Themis pub., Athens, , σελ. 15-30. 

K. Tsitselikis, (2015) “Temporary migration in Greece”, Transnational migration in transition: state of the art report on temporary migration, Collected Working Papers from the EURA-NET project (Edited by Pirkko Pitkänen and Sergio Carrera), University of Tampere, 142-167.

Mezzadra, S. Neilson, B. 2013. Border as a Method, or, the Multiplication of Labor, Duke University Press

Miller M.J. Castles S. (2020). The Age of Migration, Sixth Edition: International Population Movements in the Modern World. The Guilford Press. London

Nicholas De Genova, The borders of Europe: Autonomy of migration, Tactics of bordering https://www.nicholasdegenova.com/the-borders-of-europe

Parsanoglou D., Tsitselikis K. (2015). The Emergence of the International Regulation of Human Mobility. Ventoura L.(eds) International “Migration Management” in the Early Cold War. The Intergovernmental Committee for European Migration. Σελ. 13-32 

Walters W (2010) Imagined Migration World: The European Union’s Anti-Illegal Immigration Discourse. In: Ceiger M, Pecoud A (eds) The Politics of International Migration Management. Migration, Minorities and Citizenship. Palgrave Macmillan, London, p 73-95

 - Related academic journals: 

 Journal of Refugee Studies

Journal of Ethnic and Migration Studies

Anthropology Matters