EUROPEAN REFUGE(ES):
Critical Dialogue on the ‘Crisis’ by Refugees and Non-Refugees
OVERVIEW
This programme brings refugees and non-refugees together to explore and critique the
refugee 'crisis'. This is a 10-week programme during which youth from European
universities and those from refugee backgrounds learn from expert academics and
practitioners from across Europe, as well as from each other as they build up relationships
in their small seminar groups.
All participants engage in 3 pillars: 1) online video lectures by European experts 2) live,
facilitated seminars between participants from refugees and non-refugee backgrounds 3)
primary research through European-wide survey and short video interviews.
The content of this programme will be underpinned by the concept of European
citizenship with the focus towards exploring and challenging European political, media
and social responses to the refugee ‘crisis' as well as going more deeply into
understanding how these responses and attitudes affect European society and the
integration and experiences of refugees/new-comers.
PROGRAMME
WEEK 1: Recent history of the European refugee crisis

Setting the scene: The context of the European refugee crisis - when, who,
why?

Terminology, concepts and labels such as refugee, migrant, asylum seeker.
What are the correct uses of these terms?
The disparity between legal status and social inclusion
How are they applied by media, politicians, society?

Awareness of the complexity and diversity within populations even from same
country.
WEEK 2: European policy response to European refugees

The European ‘strategy’. Is there a European response or are all nations acting
alone?

Angela Merkel’s suspension of Dublin criteria

What impact is this having on each country? On the European project? On
those making the journey to certain countries?
WEEK 3: Media

Mainstream media – projecting a certain narrative.

Social media – the role of public and civil society.

New forms of counter-narrative to the mainstream.
WEEK 4: Nationalist/populist trend across Europe

Growing movement towards right wing nationalism. The refugee ‘crisis’ a
stimulus or an excuse?

Brexit - largely campaigned through the lens of immigration with ‘Leave’
promising cuts
WEEK 5: Society
 Marginalisation .
 Stereotypes, stigma.
 Disenfranschisement
 What social and cultural norms, codes and etiquette help or hinder the process
of integration, settling into a new country?
WEEK 6: Radicalisation, terrorism and marginalisation
 Radicalisation both of newcomers and hosts.
 Terrorism -increase in attacks on European soil (Paris, Brussels, Nice).
 Terrorism as the root of those fleeing and thus the refugee migration.
WEEK 7: Welcome or Detention centres?

The process of placing asylum seekers into ‘welcome’/detention centres in
remote areas.

Effects of these centres on local communities

3-traumas faced by asylum seekers: 1. The reason for leaving 2. The journey 3.
Being trapped in these centres.
WEEK 8: Research
 Finding out the results of your European-wide survey on youth perceptions on
refugee crisis!
 Reviewing your video narrative platform
WEEK 9: Role of civil society at grassroots level (negative as well as positive)



Activism, riots, protests.
Civil society engagement and volunteers.
Case studies: Lagos, Calais.
WEEK 10: Future outlook
 Young participants’ ideas for the future.
 What can be done individually, socially, politically?
LEARNING OUTCOMES

Knowledge: Students gain a multi-disciplinary understanding of the European
refugee crisis including the issues faced by refugees and new-comers into European
society and how our societies deal with such a complex political and humanitarian
situation.

Primary research: Opportunity not only to learn and explore the subject matter from
experts across Europe, but also to participate collectively in a large scale piece of
primary research (survey engaged over 3000 unique respondents last year) as well as
individually conducting short reporter-style video interviews in their communities
that will contribute to a European-wide video narrative platform.

Cross-cultural: Students build confidence in speaking honestly and respectfully on
controversial and complex issues in a cross-cultural environment. Equally they learn
how to listen receptively and value contrasting perspectives.

Interpersonal: Develop bonds of trust, understanding and support for their fellow
peers through a process of getting to know each others’ views and experiences as
individuals.

Technology: Gain experience in virtual communication and essential technical
capabilities.

Transversal skills: Our evaluation indicates that students who participate in our
programme develop a set of skills that are considered highly valuable to
employment, academic achievement and personal growth. These competencies
include increased self-esteem, curiosity, tolerance of ambiguity, decisiveness and
resilience.
ASSIGNMENTS

Active participation in, and preparation for, weekly seminars: Seminars will be held
at the same time and day each week for the 10-week programme and last 2 hours.
The seminars are in small groups that balance a diversity of nationalities and
backgrounds. Members of the groups will stay together throughout the programme
and will be hosted by the same facilitator. All participants are expected to have
watched and reflected on the video presentations prior to their
seminars so that they can share their ideas and perspectives with each other.

Short seminar presentation: During the programme participants will choose a topic
to give a 5-10minute presentation on. The aim is highlight an issue they feel strongly
about and to stimulate discussion in the group. These presentations may also be
done in pairs.

Contribute to large scale survey: Collectively, participants will choose a research
question; propose ideas for additional questions; and then disseminate the final
survey across their networks. The results of the large-scale survey will be analysed
and presented by the Research Team and discussed by participants in the week 8
seminars. In reflection of the data, participants will create an infographic to present
the results that they found most illuminating.

Conduct short video interviews to contribute to European-wide video narrative: In
seminar groups, participants will think up questions that they deem important to ask
the wider public. They will take these questions out to their communities and invite
neighbours, friends, family or a member of public to give a 1-minute answer.
Collectively, participants can expect to collect around 900 video interviews that are
designed to present a broad spectrum of European perspectives to the refugee
situation.

Individual reflection diary: After each seminar participants are encouraged to reflect
on the issues, ideas and feelings that arose during the week by filling in a short
online form/diary. Over the 10-weeks this will create a record of their development
on both the issues and the virtual exchange process.

Final reflection piece: Using their personal reflection diaries as a starting point,
participants can then choose from a number of creative options to express their
learning experience.

Option 1 is a reflection essay of 1500-2000 words.

Option 2 is a creative output such as a photo essay, piece of music, drama
script, comic strip, sculpture, dance performance, infographic, or self-interview.
Along with a short reflection piece of 500-1000 words.

Brussels Summit: The best participants - selected for their strong engagement over
the programme - will have the opportunity to take part in the summit in Brussels
where they will meet and present their research findings to key policy makers and
practitioners.
ASSESSMENT CRITERIA

Assessment is based on the satisfactory participation in, and completion of, the
above assignments.

Grading: Pass/Fail grading system is used.

Certificate: All participants who complete the assignments will
receive a certificate from the Sharing Perspectives Foundation indicating their
achievements and showing the logos of the collaborating institutions such as the
European Commission and university partners.
130 HOURS, 5ECTS

Teaching: video-lectures and seminars (4hrs/week).

Preparation and assignments: preparation for seminars; presentation; survey
contribution; video narrative assignment; final reflection piece (9hrs/week)

The hours are not reflective of the weekly workload but given as an average over the
10-week programme which allows longer preparation time for the assignments.
ENROL ON THIS PROGRAMME
1)
2)
Please contact your university coordinator to enrol for this programme.
Then fill in the online form on the Sharing Perspectives website:
http://www.sharingperspectivesfoundation.com/euref/
If you have questions contact:
Dr. Sophie Millner | Curriculum Officer at Sharing Perspectives Foundation
[email protected]