Identifying Data

2022/23

Subject (*)

The Spanish migration model

Code

615525014

Study programme

Mestrado Universitario en Políticas Sociais e Intervención Sociocomunitaria

Descriptors

Cycle

Period

Year

Type

Credits

Official Master's Degree

1st four-month period

Second

Optional

Language

English

Teaching method

Face-to-face

Prerequisites

Department

Socioloxía e Ciencias da Comunicación

Coordinador

Perez Carames, Antia

E-mail

antia.perez@udc.es

Lecturers

Perez Carames, Antia

E-mail

antia.perez@udc.es

Web

General description

Sinalaremos as compoñentes principais do modelo migratorio español, as súas fases, variacións e combinacións das citadas compoñentes. Deterémonos nos conceptos que subxacen ao modelo e na súa articulación. Enlazaremos esta descrición coas políticas que deron forma tanto á recepción dos fluxos co mercado de traballo e as ancraxes para a integración. Finalmente, contrastaremos en cada etapa cos resultados empíricos e as tendencias realmente medidas e observadas.

Study programme competencies

Code	Study programme competences
A1	CE1 - Determinar as dimensións e categorías axeitadas para o diagnóstico e a análise científica das situacións de exclusión social.
A2	CE2 - Interpretar os feitos e as políticas sociais desde os distintos paradigmas teóricos vixentes na análise da exclusión.
A4	CE4 - Recompilar e interpretar a información suficiente para chegar a diagnósticos fiables sobre os riscos de exclusión e os factores de vulnerabilidade social.
A5	CE5 - Interpretar as situacións e os procesos de marxinación social e económica de colectivos desde unha perspectiva histórica e macroestrutural.
A6	CE6 - Avaliar a capacidade e eficacia das medidas de intervención para corrixir ou previr situacións e procesos de exclusión social.
A9	CEM1 - Demostrar coñecementos avanzados sobre os principais movementos migratorios ao longo da historia e a súa relación con procesos de conflitividade e de cohesión social nas sociedades de orixe e destino
A10	CEM2 - Dominar as principais ferramentas conceptuais e técnicas que permiten definir un colectivo e unha problemática migratoria como obxecto de estudo e análise.
A11	CEM3 - Demostrar un coñecemento avanzado e crítico sobre as teorías e os debates académicos actuais de maior relevancia sobre as dinámicas migratorias e os procesos de integración dos colectivos migrantes.
A14	CEM6 - Actuar como profesional competente e cualificado/a no ámbito da análise das migracións internacionais e do traballo con colectivos migrantes.
B1	CB1 - Demostrar coñecementos avanzados, de carácter multidisciplinar, para a investigación e o exercicio profesional no ámbito da exclusión social.
B2	CB2 - Aplicar e integrar os coñecementos a contornos e problemas emerxentes e indefinidos, na práctica investigadora e profesional.
B3	CB3 - Seleccionar o marco científico adecuado para avaliar as evidencias dispoñibles e postular hipóteses razoadas sobre a avaliación previsible dos feitos sociais estudados.
B4	CB4 - Identificar os dilemas éticos e a responsabilidade social tras os retos formulados na práctica profesional e investigadora.
B5	CB5 - Comunicar con claridade os coñecementos e problemas científicos sobre os que se traballa tanto a un público non experto como de especialistas.
B7	CB7 - Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo.
B14	CX2 - Realizar unha análise crítica da realidade social e do desenvolvemento profesional vinculada aos feitos sociais sobre os que se traballa.
B17	CX5 - Elaborar e defender informes, proxectos e memorias no campo das ciencias sociais.
B18	CX6 - Valorar a adecuación das distintas ferramentas teóricas, metodolóxicas e técnicas ás preguntas e os obxectivos específicos formulados sobre a realidade social e as políticas sociais.
B20	CX8 - Aplicar a perspectiva comparada na comprensión das problemáticas sociais e das respostas e solucións políticas.
B21	CX9 - Aplicar unha perspectiva interdisciplinar na análise e a valoración de problemáticas de exclusión e políticas sociais de inclusión e cohesión.
B22	CX10 - Recoñecer e valorar os xuízos de valor e as evidencias nos argumentos que sosteñen as descricións e políticas sobre a realidade social.
C1	CT1 - Adequate oral and written expression in the official languages.
C2	CT2 – Mastering oral and written expression in a foreign language.
C3	CT3 - Using ICT in working contexts and lifelong learning.
C5	CT5 - Understanding the importance of entrepreneurial culture and the useful means for enterprising people.
C6	CT6 -Acquiring skills for healthy lifestyles, and healthy habits and routines.
C7	CT7 - Developing the ability to work in interdisciplinary and transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development.

Learning aims

Learning outcomes	Study programme competences
To identify the main dimensions that explain the migratory phenomenon in Spain	AC1 AC2 AC4 AC5 AC9 AC10 AC11	BC1 BC4 BC22	CC1 CC2 CC3 CC5
To characterize Spain within the European immigration system	AC1 AC2 AC4 AC5 AC6 AC9 AC10 AC14	BC1 BC2 BC3 BC5 BC7 BC14 BC21 BC22	CC1 CC2 CC3 CC5
To describe the process of evolution (the stages) of immigration	AC1 AC2 AC4 AC5 AC9	BC2 BC3 BC7 BC20 BC21	CC1 CC2 CC3 CC6 CC7
To describe how the immigrant population is distributed in the Spanish territory and its socio-demographic characteristics	AC1 AC2 AC4 AC5 AC6 AC11	BC1 BC2 BC3 BC5 BC14 BC18 BC21 BC22	CC2 CC6
To link the evolution of the labour market and the cycles of the economy with the migratory flows, pointing out their deviations and their consequences	AC2 AC4 AC5 AC6 AC10 AC11 AC14	BC1 BC2 BC3 BC5 BC7 BC20 BC21	CC2
To analyze the demographic contribution of the immigrant population	AC1 AC2 AC10 AC11	BC17 BC20 BC21 BC22	CC1 CC2 CC3
To identify the main ways of integrating the immigrant population and the obstacles that delay it and hinder it	AC9 AC11 AC14	BC3 BC4 BC14 BC18 BC21	CC2 CC6 CC7

Contents

Topic	Sub-topic
Spain within the migratory model of southern Europe. Growth, decrease and evolution of immigration until 2015.
The migratory boom in the first decade and the flows in the first half of the second decade.
General overview of immigration in Spain: trends and composition of the stock and flows.
Extraordinary regularizations and their role in the migration model.
Demographic, economic and social impact of immigration.
Change of migratory cycle: re-immigration, returns and circulation of foreign immigrants and Spaniards (naturalized or autochthonous).
Normative elements and social factors that support integration.

Planning

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Workbook	A1 A2 A4 A9 A11 B1 B3 B4 B18 B20 B21 B22 C3 C5	0	20	20
Critical bibliographical	A1 A2 A4 A5 A6 A10 A14 B5 B7 B14 B18 C1 C2 C3 C6 C7	0	24	24
Guest lecture / keynote speech	A1 A2 A4 A14 B1 B14 B20 B21 B22 C1 C2 C5	16	10.5	26.5
Directed discussion	A2 A4 A5 A6 A9 A10 B1 B2 B4 B14 B17 B18 C5 C6 C7	2	0	2

Personalized attention		2.5	0	2.5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies	Description
Workbook	Facilitarase unha lista de lecturas que servirán para as recensións e os comentarios críticos.
Critical bibliographical	Comentario crítico de lecturas sobre un tema.
Guest lecture / keynote speech	Clases nas que se desenvolven os contidos principais da asignatura.
Directed discussion	Participación en clase sobre os contidos expostos durante a sesión.

Personalized attention

Methodologies

Critical bibliographical

Description

Both conceptual and practical doubts involved in critical review will be resolved during tutorial hours.

Assessment

Methodologies	Competencies	Description	Qualification
Critical bibliographical	A1 A2 A4 A5 A6 A10 A14 B5 B7 B14 B18 C1 C2 C3 C6 C7	Exercise of literature review on some of the topics proposed in the classroom.	100

Assessment comments
The principle of democratic debate will be maintained in the classes, listening to and respecting all the different opinions on the subjects dealt with, both on the part of the teaching staff and the students.

Sources of information

Basic	(). .
	ARANGO, J. (2000). Becoming a Country of Immigration at the End of the Twentieth Century: the Case of Spain. In R. King, G. Lazaridis & C. Tsardanidis (eds.) Eldorado or Fortress? Migration in Southern Europe (pp. 276). London: Palgrave Macmillan. BERNARDI, F.; GARRIDO, L. & MIYAR, M. (2010). The Recent Fast Upsurge of Immigrants in Spain and Their Employment Patterns and Occupational Attainment. International Migration, 49 (1): 148-187. BUENO, X. & VIDAL-COSO, E. (2019). Vulnerability of Latin American Migrant Families HEaded by Women in Spain During the Great Recession: A Couple-Level Analysis. Journal of Family Issues, 40 (1): 111-138. DEPALMA, R. & PÉREZ-CARAMÉS, A. (2018). Galician Migrations: A Case Study of Emerging Super-diversity. New York: Springer. DOMINGO, A.; GIL-ALONSO, F. & ROBERTSON, G. (2007). Immigration and Changing Labour Force Structure in the Southern European Union. Population, 62 (4): 709-727. ESCRIVA, A. (2000) The Position and Status od Migrant Women in Spain.  In F. Anthias & G. Lazaridis (eds.) Gender and Migration in Southern Europe. Women on the Move (pp. 199-226). London: Routledge. GONZÁLEZ-ENRÍQUEZ, C. (2010). Spain: Irregularity as a Rule. In A. Triandafyllidou (ed.) Irregular Migration in Europe. Myths and Realities (pp. 247-266). London: Ashgate. GONZÁLEZ-ENRÍQUEZ, C. (2014) Spain. In A. Triandafyllidou & R. Gropas (eds.) European Immigration. A Sourcebook (pp. 339-350). London: Ashgate. RIBAS-MATEOS, N. (2004). How can we understand immigration in Southern Europe? Journal of Ethnic and Migration Studies, 30 (6): 1045-1063. ROIG VILA, M. & CASTRO MARTÍN, T. (2007). Childbearing Patterns of Foreign Women in a New Immigration Country. Population, 62 (3): 351-379. ZAPATA-BARRERO, R. (2013). Diversity management in Spain: New dimensions, new challenges. Manchester: Manchester University Press.
Complementary

Recommendations

Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments
The principal of democratic debate will be supported in the class sessions: listening to and respecting all of the diverse opinions concerning the topics addressed, whether they are raised by teachers or students.

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.