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Velentza Christina
Εντεταλμένη Διδάσκουσα στο πλαίσιο απόκτησης ακαδημαϊκής διδακτικής εμπειρίας σε νέους επιστήμονες κατόχους διδακτορικού στο Πανεπιστήμιο Μακεδονίας
Department of Balkan, Slavic & Oriental Studies
Curriculum Vitae
Teaching
- FORCED MIGRATION AND HUMANITARIAN EMERGENCY
(ΒΣ0508-1)
Type
ELECTIVE
Department Abbreviation
BSO
Department
DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES
Course Outlines
COURSE OUTLINE
(1) GENERAL
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SCHOOL |
UNIVERSITY OF MACEDONIA |
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ACADEMIC UNIT |
Department of Balkan, Slavic & Oriental Studies |
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LEVEL OF STUDIES |
Undergraduate |
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COURSE CODE |
ΒΣ0508-1 |
SEMESTER |
8th |
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COURSE TITLE |
Forced Migration and Humanitarian Emergency |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
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3 |
6 |
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
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COURSE TYPE general background, |
Specialised General Knowledge |
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PREREQUISITE COURSES:
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No |
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LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
English Written assignment, Oral presentation |
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IS THE COURSE OFFERED TO ERASMUS STUDENTS |
Yes |
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COURSE WEBSITE (URL) |
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(2) LEARNING OUTCOMES
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Learning outcomes |
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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
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Students will become familiar with the institutional and legal framework that correspond to the different periods that will be presented. They will deepen in the historicity of the making of the modern world, and the continuities and discontinuities of the common European policies vis a vis borders and asylum. Finally by focusing on specific case studies, students will have the opportunity to develop a more critical approach on the way policies and practices are established in the everyday life, moving from the global to the local level.
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General Competences |
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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? |
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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… ……. |
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Working in an interdisciplinary environment Getting familiar to gender analysis of social realities Respect for difference and multiculturalism Criticism and self-criticism Production of free, creative and inductive thinking |
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(3) SYLLABUS
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This course treats the issue of forced migration and displacement in its historical perspective as well as in the recent period. Throughout the different sections students will reflect on various subjects that relate to (in)voluntary mobility and/or exile such as the issue of statelessness, the making of the refugee and the implications of these issues in the lives of people and the host countries. Furthermore, the course will analyse the efforts of Western and European policies to create a common ground, which is based mainly however on the control of migration. The example of the Common European Asylum system and its evolutions will be presented in that view, as well as other mechanisms that compose the policies and practices that address migrant and refugee mobility. Finally, it is important to note that the course will present different case studies from Eastern Europe, Balkans and Middle East. The course also examines the politics of refuge and internal displacement, humanitarian assistance for the displaced as well as the durable solutions of return, integration and resettlement of refugees. At the end of 2021, there were 21.3 million refugees under the mandate of the United Nations High Commissioner for Refugees (UNHCR), an additional 5.8 million refugees under the mandate of the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), 4.6 million asylum seekers, 4.4 million Venezuelans displaced abroad and 53.2 million internally displaced persons -- a total of 89.3 million displaced people worldwide. The UNHCR estimated that 15.9 million, or 74 percent of the world’s 21.3 million refugees were in protracted refugee situations, defined as “25,000 or more refugees from the same nationality that have been in exile for at least five consecutive years in a given host country.” As the circumstances that drove refugees from their home countries improve, many can return home; the rest are not that fortunate and need to find other durable solutions. Some refugees manage to integrate in the country where they initially sought protection, often referred to as the “country of first asylum;” others are resettled to another country. Still, most refugees remain in protracted situations with many housed in refugee camps that were initially set up as temporary shelters but over the years have become more like improvised cities, such as Kenya’s Dadaab refugee camp complex, originally established in the early 1990s for refugees fleeing the civil war in Somalia and now hosting more than 220,000 refugees. Other cases of protracted refugee situations include Afghan refugees in Iran and Pakistan, refugees from the Democratic Republic of the Congo in Uganda and Tanzania, Eritrean refugees in Sudan and Ethiopia, Tibetan refugees from China in India, Rohinga refugees from Myanmar in Bangladesh and Syrian refugees in Turkey, Jordan, Lebanon and Egypt. With more political crises and civil wars adding millions of new refugees, wars in Afghanistan, Syria and Ukraine foremost among them, the number of new refugees has increasingly overtaken the number of those who have found durable solutions through return, integration or resettlement, thereby, increasing the total number of refugees from 10.5 million in 2011 to 21.3 million in 2021. With an additional 5.2 million refugees fleeing Ukraine and another 8 million internally displaced in Ukraine, the number of displaced persons now exceeds 100 million worldwide. This means 1 in every 78 people on earth has been forced to flee. Given that only a quarter of this number is composed of those with international refugee status, policymakers and scholars use the term “forced migration” to better describe all people forced to leave their home communities escaping not only persecution, repression and war, but also natural and man-made disasters as well as violence at the hands of non-state actors, such as militias and criminal gangs, whether they flee within country or across international borders. Growing populations of refugees and other forced migrants present policy makers (and the citizens that vote for them in democracies) with difficult policy dilemmas generating a range of political consequences. Policymakers in countries of first asylum may initially welcome refugees from neighboring countries following moral and ethical inclinations and some may view admission of refugees as politically advantageous or as solutions to labor shortages. Generous asylum and refugee policies, however, can also trigger political backlashes driven by public concerns about economic competition and concerns over social and cultural integration of newcomers. Likewise, policymakers of states from which refugees flee persecution may seek the banishment of political exiles or the “ethnic cleansing” of their countries but political exiles have also organized diasporas to topple governments of their homelands and lobby the governments of their host countries to sanction the governments of their home countries. Ever since the displacement of millions during the Russian Revolution, then the Holocaust and World War II, refugees have been a matter of international cooperation within the League of Nations and then the United Nations. The politics of refuge and internal displacement are central to the politics of many of the world’s states, whether they are refugee origin or host states or members of the international community that, in one way or another, must deal with the consequences of displacement, contribute to humanitarian assistance for those displaced by international and civil wars and/or accept refugees for resettlement in their countries. |
(4) TEACHING and LEARNING METHODS - EVALUATION
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DELIVERY |
Face to Face |
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
Communication with Students |
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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 |
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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 based on a series of interactive lectures which aim at engaging students to critical discussions and participation. The final grade will be based on active attendance, oral presentation and final written essay (approx. 3000 words)
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(5) ATTACHED BIBLIOGRAPHY
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- Suggested bibliography:
Agier, M. (ed.) (2014). Un Monde de Camps. Paris: La découverte. Angelidou, A. 2008. Migrations in the `neighbourhood`: negotiations of identities and representations about `Greece` among Bulgarian migrants in Athens, Balkanologie XI/1- Cabot, H. 2014. On de Doorsteps of Europe. Asylum and Citizenship in Greece, University of Pensylvania Press Castles, S. and Miller, M.J. (2020) ‘ The age of migration’ 6th edition, London : Macmillan Fiddian-Qasmiyeh E. Loescher G. Long K. Sigona N. (2014). The Oxford Handbook of Refugee and Forced Migration Studies. Gatrell, P. 2013. The Making of the Modern Refugee, Oxford University Press Triandafyllidou A. Gropas R. (2020). European Immigration. A sourcebook (2nd edition). Routledge, London Venturas L. (ed.) (2015). International “Migration Management” in the Early Cold War. The Intergovernmental Committee for European Migration. University of the Peloponnese Voutira, E., 2018, "Securitising the Mediterranean? Cross-border migration practices in Greece", in Bloch, A. & Dona, G. (edt), Forced Migration: Current Issues and Dabates. London: Routledge. Young R.J.C. Postcolonialosm: A very short introduction (2 ed.). Oxford University Press, Oxford
- Related academic journals:
Comparative Migration Studies Journal of Ethnic and Migration Studies Anthropology Matters
-Other
Audiovisual content in relation to humanitarian emergency situations in Afghanistan, DRC, Sudan, Palestinian territories, Syria, Russia-Ukraine, South America.
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- MINORITIES PROTECTION
(ΒΣ0633-2)
Type
ELECTIVE
Department Abbreviation
BSO
Department
DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES
Course Outlines
Το μάθημα εξετάζει το φαινόμενο των μειονοτήτων που διαβιούν στα κράτη της δυτικής, ανατολικής και νοτιοανατολικής Ευρώπης, αλλά και αλλού. Οι μειονότητες αυτές προβάλλουν ποικίλες διεκδικήσεις απέναντι στα κράτη με βάση την πολιτισμική και εθνική τους ταυτότητα, εγείροντας σειρά διλημμάτων και προκλήσεων σχετικά με τις παραδοχές της σύγχρονης δημοκρατικής συμμετοχής, τον εθνικό χαρακτήρα των κρατών και την πολιτική-εδαφική συγκρότηση τους. Με αφετηρία το πλαίσιο συγκρότησης εθνικών κρατών στην Ευρώπη, το μάθημα εξετάζει τον ποικίλο χαρακτήρα των μειονοτικών ζητημάτων σε διαφορετικές περιοχές της Ευρώπης, θεωρίες σχετικά με τα αίτια και τους παράγοντες που ενισχύουν την πολιτικοποίηση των μειονοτήτων, καθώς και δομές και κρατικές πολιτικές που στοχεύουν στο να διαχειριστούν τις εθνοτικές συγκρούσεις. Σκοπός του μαθήματος επίσης είναι να διερευνήσει το περιεχόμενο των δικαιωμάτων των μειονοτήτων, το ευρωπαϊκό πλαίσιο προστασίας καθώς και της επιπτώσεις των αιτημάτων που προβάλλουν στις κρατικές δομές και τους θεσμούς δημοκρατικής αντιπροσώπευσης και πολιτικής συμμετοχής.
- PROTECTION OF REFUGEES AND MIGRANTS
(ΒΣΑ107-Ι)
Type
ELECTIVE
Department Abbreviation
BSO
Department
DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES
Course Outlines
COURSE OUTLINE
(1) GENERAL
|
SCHOOL |
UNIVERSITY OF MACEDONIA |
||||
|
ACADEMIC UNIT |
Department of Balkan, Slavic & Oriental Studies |
||||
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LEVEL OF STUDIES |
Undergraduate |
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COURSE CODE |
ΒΣΑ107-Ι |
SEMESTER |
5th |
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COURSE TITLE |
Protection of Refugees and Migrants |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
|||
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3 |
6 |
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|
|
|
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|||
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
|
|
|||
|
COURSE TYPE general background, |
Specialised General Knowledge |
||||
|
PREREQUISITE COURSES:
|
No |
||||
|
LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
English Written assignment, Oral presentation |
||||
|
IS THE COURSE OFFERED TO ERASMUS STUDENTS |
Yes |
||||
|
COURSE WEBSITE (URL) |
|||||
(2) LEARNING OUTCOMES
|
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
|
|
|
|
|
|
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… ……. |
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Be able to become analytical on an interdisciplinary level. Getting familiar to gender analysis of social realities. Develop critical analytical approaches. Deconstruct stereotypes that are connected with the analysis of migrant movement and installation. Produce new research ideas. |
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(3) SYLLABUS
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Students will become familiar with interdisciplinary and critical approaches on migration and borders. The aim of this course is to explore the relevant institutional framework on a European and national level, as different case studies on a European and local level will be presented. Finally, students will understand the way policies and practices that address migrant mobility and asylum procedures are being designed, implemented and sometimes subverted by migrants strategies and trajectories. This course will investigate the wide range of recent international migratory movements, including refugees, asylum seekers, and economic migrants, as well as so-called return migrants and expats. It will examine the many ways that migrants are accommodated in the country of settlement and attempt to draw evidence-based conclusions about the efficacy of different national and international policies. It will also discuss the ways the media shapes international and national understanding of migration. In addition to these approaches looking at migrant communities from the outside, this course will also encourage students to investigate how migrant communities view themselves and their sense of belonging and participation in the country of settlement. In order to develop this semi-insider understanding of migrant communities, students will look at migrant internet communities and cultural production.
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(4) TEACHING and LEARNING METHODS - EVALUATION
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DELIVERY |
Face to Face |
||||||||||||||||||||||
|
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
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 based on a series of interactive lectures which aim at engaging students to critical discussions and participation. The final grade will be based on active attendance, oral presentation and final written essay (approx. 3000 words)
|
(5) ATTACHED BIBLIOGRAPHY
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- 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 ParroulaNaskou-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 PirkkoPitkänen 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:
Comparative Migration Studies Journal of Ethnic and Migration Studies Anthropology Matters
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