Entry requirements

120 credits including 90 credits in a subject in the humanities or the social sciences. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

• Describe and critically analyse some important cases of migrant refugee crises from the late nineteenth century until today.
• Acquire knowledge about the state of research in the field and apply such knowledge in empirical and theoretical analysis
• Compare different types of migrations, taking into account specific historical, political, social and ethnic aspects
• Problematise and discuss the treatment and reception of migrants in transit and in receiving countries
• Understand and apply theoretical and other concepts of relevance for the study of migrants and refugees

Content

The course uses historical case studies of migrant refugee crises before and during World War II in Europe (including Sweden’s response to Jews trying to flee Germany and German occupied countries); in South Asia during and after the 1947 partition of India and Pakistan; in the Balkans repeatedly during the twentieth century, and in present-day Europe as a result of the wars in Syria, Iraq and Afghanistan. It will examine the "push factors" of migration (such as war, discrimination, ethnic/religious violence), as well as "pull factors" (such as geographical proximity to the receiving country, perceptions of relative safety, a strong economy, generous refugee or welfare policies). It will also look at the routes and conditions of transit of migrants and refugees, issues of reception in transit and destination countries (including violence against refugees and migrants), and the long term impact of large-scale displacement of populations on the refugees themselves, on their former country and on the receiving country.

Instruction

The course will consist of seminars.

Assessment

Assessment will be based upon written and oral assignments. Students that have missed a small number of mandatory assignments may complete them by the end of the term at the latest. If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.