Identifying Data

2019/20

Subject (*)

Integration and intercultural relations

Code

615525011

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

Pedagoxía e Didáctica

Coordinador

Depalma Ungaro, Renee

E-mail

r.depalma@udc.es

Lecturers

Depalma Ungaro, Renee

E-mail

r.depalma@udc.es

Web

General description

A materia enfócase na integración e convivencia en sociedades multiculturais, empezando cunha revisión de conceptos chaves destes procesos. Analizamos cun enfoque crítico e construtivo as prácticas existentes no estado español e ao nivel internacional, e propoñemos propostas de investigación e/ou intervención en varios contextos socio-educativos, partindo dos intereses e as experiencias do alumnado, sempre construíndo éstas nun marco teórico que permite a súa contextualización e xustificación.

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.
A3	CE3 - Deseñar e desenvolver procesos de observación e documentación para o estudo das políticas e os sistemas de benestar social.
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.
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.
A12	CEM4 - Explicar os principios básicos que orientan os distintos tipos de políticas migratorias existentes, e analizar a eficacia, o deseño e a xestión destas políticas.
A13	CEM5 - Explicar os principios básicos que rexen a comunicación intercultural e os mecanismos que operan como barreiras culturais nas relacións interpersoais e entre colectivos.
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.
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.
B14	CX2 - Realizar unha análise crítica da realidade social e do desenvolvemento profesional vinculada aos feitos sociais sobre os que se traballa.
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.
B19	CX7 - Dar respostas innovadoras e orixinais ante situacións problemáticas emerxentes relacionadas coa exclusión social.
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.
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
Explain key concepts related to integration and social cohesion in multicultural societies	AC1 AC4 AC5 AC11	BC2 BC4 BC14 BC18 BC20	CC2 CC5 CC7
Critically analyze existing policy and practice in the Spanish/European context	AC3 AC6 AC12 AC13	BC5 BC21 BC22	CC7
Develop proposals for research and/or socio-educational intervention that promote social justice	AC14	BC1 BC19	CC1 CC6 CC7

Contents

Topic	Sub-topic
Concepts of integration and social cohesion	Diversity in countries of origin and destination Toward a dynamic concept of culture
Policies and social realities	Social processes that shape intercultural relations Policy and practice at multiple levels (municipal, autonomic, state, European…) Political and popular discourses
Intercultural communication	Social movements and associationism Constructing and de-constructing the Other

Planning

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A1 A3 A4 A5 A6 A11 A12 B14	10	0	10
Document analysis	B1 B2 B5 B19 B20 B21 C2 C6 C7	0	30	30
Supervised projects	A4 A5 A6 A11 A14 B1 B2 B5 B14 B18 B19 B20 C1 C5 C6 C7	0	40	40
Directed discussion	A13 B4 B18 B22 C5	10	30	40

Personalized attention		5	0	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
Guest lecture / keynote speech	(Lecture sessions) Oral presentations by the instructor which establish and relate scientific and disciplinary knowledge essential for the understanding of the subject. The presentation will be complemented by the use of pertinent resources (textual and/or audiovisual).
Document analysis	Methodological technique that involves the use of audiovisual and/or bibliographic documents (segments of documentary reports or films, news, web pages, scientific articles, legislative texts, etc.) relevant to the subject matter, accompanied by activities specifically designed for their analysis.
Supervised projects	The students of this course will participate in the Teaching Innovation Group "Map of languages in/of A Coruña" (MaLinCo). Their task related to this collaborative project will be to design a social action to raise awareness about linguistic and cultural diversity in the city of A Coruña. The subject will be evaluated through an action/research proposal that will constitute a supervised project. The justification and the design of the proposal will draw upon the material addressed in the lecture sessions and directed discussions.
Directed discussion	Sessions will be allocated to the introduction of questions addressed to students to encourage reflective dialogue. This approach is based on the conception of learning as a dialogical process, an act of (re) creation, relating and consolidating reflection and action. The debate will facilitate and promote the sharing and contrasting of informed opinions. With this methodology we aim to: identify difficulties in understanding; inspire divergent thinking; promote a connection with lived experiences; and develop awareness of and critically reconstruct new ways of thinking, feeling and acting. The directed discussion can be developed in person (in the classroom sessions) or virtual (forums).

Personalized attention

Methodologies

Directed discussion

Supervised projects

Description

For students with official part time status and those who receive academic dispensation and exemption from attendance, we will design a specific tutoring schedule at the beginning of the course that is compatible with these requirements.

For students who are registered in the on-line modality, discussion forums on the Moodle platform will replace participation in classroom debates.

Assessment

Methodologies	Competencies	Description	Qualification
Directed discussion	A13 B4 B18 B22 C5	To be evaluated: Participation in class sessions and virtual forums, with respect to the following criteria: the assignment is completed before the established deadline, the issue is addressed with a depth that demonstrates understanding and support from the external sources consulted, important ideas are well-synthesized, the arguments are creative, they demonstrate an ability to defend, criticize, and evaluate, and the language is clear and correct.	20
Supervised projects	A4 A5 A6 A11 A14 B1 B2 B5 B14 B18 B19 B20 C1 C5 C6 C7	Project proposal To be evaluated: quality of description and depth of analysis of realities and political and social responses, quality and feasibility of the proposal, degree of support by up-to-date and relevant external references, use of language appropriate for academic and scientific contexts, formal aspects related to the quality of the presentation.	80

Assessment comments
The same tasks will be evaluated for the first and second opportunities. The directed discussion grade cannot be changed for the second opportunity. This grade, which reflects the student's course participation, will be saved from the first opportunity.

Sources of information

Basic
	Aragón Medina, Jorge, Artiaga Leiras, Alba, Haidour, Mohammed A., Martínez Poza, Alicia & Rocha Sánchez, Fernando (2009). Las políticas locales para la integración de los inmigrantes y la participación de los agentes sociales . Madrid: Catarata. Banting, Keith & Kymlicka, Will (ed.) (2006). Multiculturalism and the Welfare State. Recognition and Redistribution in Contemporary Democracies. Oxford: Oxford University Press. Bauböck, Rainer (2003). «¿Adiós al multiculturalismo? Valores e identidades compartidos en las sociedades de inmigración». Revista de Occidente, 268, 45-61. Castles, Stephen & Miller, Mark. J. (2004). La era de la migración. Movimientos internacionales de población en el mundo moderno. México: Colección América Latina y el Nuevo Orden Mundial. Connor, P. (2014). Quantifying immigrant diversity in Europe. Ethnic and Racial Studies, 37(11), 2055–2070. https://doi.org/10.1080/01419870.2013.809131 DePalma, R., e Cruz López, L. (2014). The hijab and the integration of the Muslim other in Spanish schools. Policy Futures in Education, 12(1), 163-174. https://doi.org/10.2304/pfie.2014.12.1.163 DePalma, R., & Peréz Caramés, A. (in press). Beyond Global Cities: A Case Study of Emerging Superdiversity. Dordrecht, Springer. Entzinger, Han (2000). «The Dynamics of Integration Policies: A multidimensional Model», en R. Koopmans y P. Statham (eds.), Challenging Inmigration and Ethnic Relations Politics. Oxford: Oxford University Press. Evanoff, Richard J. (2006). «Integration in intercultural ethics». International Journal of Intercultural Relations, 30(4), 421-437. doi:10.1016/j.ijintrel.2005.11.001 Fauser, Margit (2014). «Co?development as transnational governance: an analysis of the engagement of local authorities and migrant organisations in Madrid». Journal of Ethnic and Migration Studies, 40 (7), 1060?1078. doi:10.1080/136918eX.2013.830889 Fernández Suárez, B. (2015). La imagen de las mujeres inmigrantes en España: la construcción de la alteridad victimizada en los discursos políticos y mediáticos a través del debate sobre el uso de la burka. Revista Internacional de Comunicación Y Desarrollo (RICD), 3, 5–15. Giménez Romero, Carlos (2003). «Pluralismo, multiculturalismo e interculturalidad. Propuesta de clarificación y apuntes educativos». Revista Educiación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas, 8, 9-26. Gualda Caballero, Estrella (2001). Los procesos de integración social de la primera generación de “Gastarbeiter” españoles en Alemania. Huelva: Universidad de Huelva. Izquierdo Escribano, A. (2015). Mareas de pluralismo: Minorías religiosas en Galicia. Barcelona: Icaria Editorial. http://articulo.mercadolibre.cl/MLC-440411927-mareas-de-pluralismo-minorias-religiosas-en-ga-envio-gratis-_JM Lee, Jennifer (2006). «Constructing Race and Civility in Urban America». Urban Studies 43 (5,6), 903–917. doi: 10.1080/00420980600676253 Martín Rojo, Luisa (2003). «Escuela y diversidad lingüística y cultural». En: Martín Rojo, Luisa (coord.): ¿Asimilar o integrar? Dilemas ante el multilingüismo en las aulas. Madrid: Centro de Investigación Documentación Educativa (CIDE), Ministerio de Educación, Cultura y Deporte. Meer, Nasar & Moddod, Tariq (2012). «How does interculturalism contrast with multiculturalism?». Journal of Intercultural Studies, 33 (2), 175-196. doi: 10.1080/07256868.2011.618266. Meyer, Calvin & Rhoades, Elizabeth Kelley (2006). «Multiculturalism: Beyond Food, Festival, Folklore, and Fashion». Kappa Delta Pi Record 42(2), 82-87. Moreno, Luis (2001): «La “vía media” española del modelo de bienestar mediterráneo». Papers, 63/64, 67-82. Moreno Colom, Sara & De Alós, Ramon (2016). «La inmigración en España: ¿Una integración con los pies de barro?». Política y Sociedad, 53 (2), 509-528. http://dx.doi.org/10.5209/revPOSO.2016.v53.n2.48312 Morén-Alegret, R. & Solana, M. (2004). Foreign Immigration in Spanish Rural Areas and Small Towns: Current Situation and Perspectives. Finisterra, XXXIX(77), 21-38. Moreno Fuentes, Francisco Javier, Bruquetas Callejo, María (2011). Inmigración y Estado de Bienestar en España. Barcelona: Obra Social “la Caixa”. Oca González, Luzia (2016). Caboverdinas en Burela (1978/2008): migración, relacións de xénero e intervención social. Santiago de Compostela: Sotelo Blanco. Ogbu, J. U. (2008). Minority status, oppositional culture, and schooling. Nova York: Routledge. Olmos Alcaraz, A. (2013). “Pateras, embarazadas y prostitución”: representaciones y discursos sobre la mujer inmigrante en la televisión española. Fonseca, Journal of Communication, 7(7), 73–99. Olmos Alcaraz, Antonia, Rubio Gómez, María & Contini, Pierangela (2015): «Las políticas culturales y el concepto de cultura. Etnografía de un evento festivo intercultural». Revista de Antropología Experimental, 15, 581-597. Osborne, R. (2014). Las nuevas “extrañas”: género, emigración e identidad de las mujeres magrebíes en España. Encrucijadas - Revista Crítica de Ciencias Sociales, 8(0), 10–17. Pavlenko, A. (in press). Superdiversity and why it isn’t. In S. Breidbach, L. Küster, & B. Schmenk, Sloganizations in Language Education Discourse. Bristol: Multilingual Matters. Ramírez, A. (2010). Muslim women in the spanish press: the persistence of subaltern images. En F. Shirazi (Ed.), Images of Muslim women in war and crisis: Representation and reality. Austin: The University of Texas Press. https://www.academia.edu/1263370/Muslim_Women_in_the_Spanish_Press_the_Persistence_of_Subaltern_Images Román, M., García, A., e Álvarez, S. (2011). Tratamiento informativo de la mujer inmigrante en la prensa española. Cuadernos de información, 29, 173-186. http://www.redalyc.org/articulo.oa?id=97122694017 Safran, W. (1991). Diasporas in modern societies: Myths of homeland and return. Diaspora, 1(1), 83–99. Sam, David L., & Berry, John W. (2006). The Cambridge handbook of acculturation psychology. Cambridge, New York: Cambridge University Press. Sassen, S. (2005). The Global City: Introducing a Concept. Brown Journal of World Affairs, 11(2), 27-43. Silverstein, P. A. (2005). Immigrant racialization and the new savage slot: Race, migration, and immigration in the New Europe. Annual Review of Anthropology, 34(1), 363–384. https://doi.org/10.1146/annurev.anthro.34.081804.120338 Telles, Edward E. & Ortiz, Vilma (2011). Generaciones excluidas: mexicano-estadounidenses, asimilación y raza. Madrid: Centro de Investigaciones Sociológicas. Torres, Francisco (2011). La inserción de los inmigrantes. Luces y sombras de un proceso. Madrid: Talasa. Fernández Suárez, B., Verdía Varela, V., & DePalma, R. en prensa) Hacia una verdadera integración: perspectivas y practicas desde el tejido asociativo inmigrante de Galicia. Papers: Revista de Sociología Vertovec, Steven & Wessendorf, Susanne (2010). «Assenssing the backlash against multiculturalism in Europe». En: Vertovec, Steven & Wessendorf, Susanne (ed.), The multiculturalism backlash. New York: Routledge. Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465 Wodak, R. (2009). The Discursive Construction of National Identity. Edimburgo: Edinburgh University Press. Zapata Barrero, R., e Pinyol Jiménez, G. (2013). Manual para el diseño de políticas interculturales. RECERCAT (Dipòsit de la Recerca de Catalunya). Recuperado de: http://repositori.upf.edu/handle/10230/20190
Complementary
	Los materiales de lectura obligatoria y algunas recomendaciones para lecturas adicionales estarán disponibles en la plataforma Moodle

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 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.