Course Syllabus
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Cultural Diversity and Integra on Spring 2017
Loca on: Copenhagen Credits: 3
Major Disciplines: International Relations, Political Science, Sociology
Faculty Member: Deivida Vandzinskaite ([email protected] (mailto:[email protected]) )
Program Director: Neringa Vendelbo ([email protected] (mailto:[email protected]) )
Program Assistant: Alex Berlin ([email protected])
Mondays and Thursdays 10:05­11:25, Classroom ST3­21 Instructor: Deivida Vandzinskaite, Ph.D in Education (Siauliai University, Lithuania, 2011) with the focus on the cross­cultural use of Service Learning in
higher education, MA in Social Anthropology and Sociology (Vytautas Magnus University, Lithuania, 2006). Lecturer and Senior Research Scholar,
Siauliai University, 2007­2013. Visiting scholar at the Danish School of Education, Aarhus University, 2008­2012. Research experience on the national and
international level covers topics related to cultural diversity and cross­cultural issues, gender and family studies, global diffusion of educational models,
voluntary participation in Europe. With DIS since 2013.
Description of course: Globalization, they say, has torn down walls, dissolved old hierarchies and brought us closer than ever before. But the proximity
and equality has often led to anxiety, confrontation and violence, rather than dialogue and multicultural understanding.
More locally, neighborhood surveys from the US and around the world show that in neighborhoods of high cultural diversity, the level of trust is lower than
average, volunteering and community engagement rarer, levels of voluntary fundraising and collective infrastructure maintenance are low, micro­credit
default rates are high, cheating in games is more prevalent and friends fewer. Cultural diversity brings out the turtle in us. That is, cultural diversity seems
to be negatively correlated to so­called ‘social capital’ or the social cohesion of a society.
Historically, Denmark has enjoyed a strong sense of social cohesion. Here we find very high degrees of trust, happiness, life satisfaction, and felt social
justice. We also champion very low degrees of corruption and socio­economic inequality. The worry amongst many now is that immigration and rising
levels of cultural diversity will change that for the worse.
In Sweden, a country similar to Denmark in many ways, the approach to immigrant integration has been very different. In contrast to Denmark’s perceived
nationalist response, Sweden appears to have remained welcoming, and openly multiculturalist. The current refugee crisis brought some changes in the
countries ‘welcoming approach’ though.
Italy is dealing with high migration flows. The country has not yet adopted adequate immigration and integration laws and policies. Therefore immigration is
not efficiently managed, especially in the height of refugee crisis.
This class will compare and contrast these three countries on the relation between cultural diversity and social capital, whilst invoking comparative case­
study material from around Europe and the US. You will get to develop your analytical and critical thinking in this field of growing importance in ever more
culturally diverse societies all around the world.
Learning objectives of the course: Upon completion of this course, you will gain first­hand knowledge of the relationship between cultural diversity and
social capital in Denmark, Sweden and Italy as well as some comparative material and sociological tools to analyze and competently evaluate the social,
cultural, and political mechanisms that underlie this relationship.
Specifically, you will:
1. Engage with and think critically about key methodological issues in an area of the social sciences often permeated by political motivations of all
sorts. One particular focus will be the advantages and limits of
2. Develop your capacities for critical thinking in this area on two levels:
1. On the sociological empirical/explanatory level through a multi­faceted approach to what the exact challenges stemming from ‘integration’ in
Denmark & Sweden and ‘cultural diversity’ in Italy are, and why they seem to be such recalcitrant challenges.
2. On the political theoretical level of appreciating the complexity involved in coming up with apt and viable recommendations (both strategic and
specific) to address these challenges.
In module one, you engage directly with the relationship between cultural diversity and ‘social capital/cohesion’ in Denmark and Sweden and learn how
concepts and phenomena such as ‘inclusion’, ‘integration’, ‘assimilation’ and ‘citizenship’ are invoked to address both ground level challenges and the
psychological, sociological and political mechanisms that influence this relation. The immediate context of this exercise is a comparison of the very
different Danish and Swedish responses to the recent introduction of cultural diversity through immigration in Scandinavia.
In module two, you will learn how the relation between cultural diversity and social capital informs Italy’s politics and society. You will learn about all of the
topics, but each of you will get the chance to focus in depth on one topic through reflection on the different perspectives introduced in class and on our study
tour to Rome. On the basis of research into the historical and social background of the different groups, and the first­hand experiences and subsequent
research into the Italian society and culture, you will be asked to create a group project on a chosen topic.
In sum, this course will have you engage with and gain a deeper understanding of the social, cultural and political mechanisms that underlie the relation
between cultural diversity and social capital in order to provide you with a sharpened judgement in this field in a globalized world where cultural diversity is
on the increase in most all societies.
Field studies and study tours: Core Course Week & Short Study Tour The first part of the core course week in Copenhagen and short study tour to Southern Sweden focuses on the problems of immigration and integration in a
comparative perspective between Denmark and Sweden. Examples of previous visits include: The (http://trampolinehouse.dk/) Trampoline
(http://trampolinehouse.dk/) House
(http://trampolinehouse.dk/) for asylum seekers, a talk with representatives from the Center for Inclusion and
Employment of the Municipality of Copenhagen, a Muslim
(http://www.ogardsskolan.se/) & Mosque in Malmö
(http://www.ogardsskolan.se/) Private
(http://www.varldskulturmuseet.se/smvk/jsp/polopoly.jsp?d=126&skipIntro=1&l=en_US) of
d=126&skipIntro=1&l=en_US) World
(http://www.ogardsskolan.se/) School
(http://www.malmo.se/english) ,, the Göteborg Museum
(http://www.varldskulturmuseet.se/smvk/jsp/polopoly.jsp?
(http://www.varldskulturmuseet.se/smvk/jsp/polopoly.jsp?d=126&skipIntro=1&l=en_US) Culture
(http://www.varldskulturmuseet.se/smvk/jsp/polopoly.jsp?d=126&skipIntro=1&l=en_US) , a visit with the nationalist Sweden
(http://sverigedemokraterna.se/) Democrats
(http://sverigedemokraterna.se/) to gain first­hand knowledge for your reflections on Denmark vis­á­vis
Sweden in this area.
Long Study Tour
Few cities can rival Rome’s astonishing historic and cultural heritage. It is a multicultural city, historically known as a host for many foreigners, who have
in turn contributed to the city’s cultural and economic growth. Yet coexistence of different cultures and ethnicities – coesisteza, as it is known in Italy – does
not come without obstacles. At the core of the current political and public agenda are immigration and integration, which are referred to (by some) as
national problems and even emergencies. Migration flows are not efficiently managed, especially in the height of refugee immigration, and Italy has not yet
adopted adequate immigration and integration laws and policies.
During this study tour, you will look at the treatment of migrants and minorities in Italy, learn about how immigration and integration are implemented in two
contrasting parts of Europe, Italy and Denmark, and develop perspectives on the EU’s attempts to implement a common solution for handling the refugee
crisis.
Possible activities:
Visit the Joel Nafuma refugee center, the Migration, Asylum and Social Integration Center, and meet with representatives from a right­wing political
party.
Hear a lecture and have a discussion with leading researchers on multiculturalism in Italy, and meet with local university students.
Visit Saint Peter's Basilica and see the astonishing frescoes in the Vatican Museum, and enjoy a top view of the impressive Colosseum and walk
around the Roman Forum.
Field Studies and Program Debates
In the core course week you will be with the core class for two days in Copenhagen prior to our short study tour to Sweden. These two days will
involve:
Engaging in an Interview assignment.
A visit to Trampolinhuset – an NGO for asylum seekers in Denmark.
A discussion with a representative of the Immigration center about immigration laws and restrictions.
Evaluation: Type
Pages
Deadlines
Grading
Engagement
Individual
Na.
Ongoing
20%
Interviews*
Group /Individual
4­6
Monday, 13 March
30%
Monday, 27 March
’Must visit’ Presentation* Group
Na.
20 %
Final project*
Group project/Individual academic
reflection
TBA
3­4
30%
Guidelines for assignments*: All assignments must be double­spaced, Times New Roman 12­point font, 1­inch margins. At DIS, one page equals 300
words.
You are expected to use correct citing formats (either APA or MLA) on all assignments. See http
(http://owl.english.purdue.edu/owl/section/2/) ://
(http://owl.english.purdue.edu/owl/section/2/) owl
(http://owl.english.purdue.edu/owl/section/2/) english
(http://owl.english.purdue.edu/owl/section/2/) .
(http://owl.english.purdue.edu/owl/section/2/) .
(http://owl.english.purdue.edu/owl/section/2/) purdue
(http://owl.english.purdue.edu/owl/section/2/) edu
(http://owl.english.purdue.edu/owl/section/2/) /
/2/
(http://owl.english.purdue.edu/owl/section/2/) /
(http://owl.english.purdue.edu/owl/section/2/) .
(http://owl.english.purdue.edu/owl/section/2/) owl
(http://owl.english.purdue.edu/owl/section/2/) section
(http://owl.english.purdue.edu/owl/section/2/)
(http://owl.english.purdue.edu/owl/section/2/) for guidelines concerning the two different citing formats. Papers not adhering to these guidelines will be
deducted points.
* Detailed information about the assignments will be presented in class.
Engagement (20%):
Engagement and contribution to the class is critical for both individual and class success. To prepare for each day, you are thus required to read all
assigned material and thoughtfully consider preparation questions. In class, you are expected to contribute value­added knowledge and insights,
actively participate in class discussions, engage with outside speakers, and ask good questions.
Leading Discussion – Each student is responsible for leading a class discussion throughout the semester. The presentation basically involves an
introduction and brief overview of the subject matter. Leading the discussion involves careful reading of the material and thoughtful construction of
questions. The class will submit additional questions for your consideration the night before your discussion and will commit to participating in the
discussion. Your participation and (especially) your discussion leadership will be evaluated as part of your course grade. Your grade will be based on
the quality, thoughtfulness, and types of questions asked; the effectiveness of the organization; the depth of analysis, and each discussion leader’s
command of the material and participation guiding the discussion. You will be asked to submit to me your questions or notes for discussion on the day
of your presentation, which will be added to your portfolio for the course.
Engagement also means meeting the deadlines of all assignments and turning up on time to class!
Your grade will also reflect the level of your participation in the following oral / written components of the class:
The Module I interview assignment group work.
Study tour debrief and wrap­up sessions.
The Sweden and Italy group pre­departure presentations (incl. handout)
Disability and resource statement: Any student who has a need for accommodation based on the impact of a disability should contact the Office of
Academic Support ([email protected]) to coordinate this. In order to receive accommodations, students should inform the instructor of approved DIS
accommodations within the first two weeks of classes.
Policies
Core Course Week and Study Tours
Core Course week and study tours are an integral part of the core course as we take the classroom on the road and see how theory presented in the
classroom is translated to practice in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short study tour during Core
Course Week and a long study tour to a relevant European destination.
Expectations for study tours
Participate in all activities
Engage in discussions, ask questions, and contribute to achieving the learning objectives
Respect the destination, the speakers, DIS staff, and your fellow classmates
Represent yourself, your home university and DIS in a positive light
While on a program study tour DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day and
entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.
The dates for core course week, including short study tour, and your long study tour are below for your reference.
th
th
Core Course Week: Monday, February 6th – Saturday, February 11th, 2017
Long Study tour to Rome: Sunday, March 19th – Friday, March 24th , 2017
Travel Policies: You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the
program director and the study tours office. You are free to return to Copenhagen on your own at the conclusion of the tour at your own expense, but please
let your tour leaders know, and send your travel itinerary to [email protected] (mailto:[email protected]) beforehand. Laptop Policy: In the beginning of the term, we will discuss acceptable use of laptops in class. Other: Writing one paper for two classes is an option for students who get advance permission from the Teaching & Learning Centre and both instructors.
For more on this, see here (http://www.disabroad.org/study­abroad­students/academic­counseling/) . DIS offers online writing tutoring for all DIS students. During the semester any student can e­mail his/her paper to onlinetutor (mailto:[email protected]) @ (mailto:[email protected]) dis
(mailto:[email protected]) . (mailto:[email protected]) dk (mailto:[email protected]) with the assignment and any questions he/she has. You can expect
to receive feedback within 48 hours.
Readings:
Denmark in The Almost Nearly Perfect People: behind the myth of the Scandinavian Utopia, 2015, chapters 1­7.
Algan, Y., Bisin, A., Verdier, Th. 2012. Perspectives on Cultural Integration of Immigrants: An Introduction, in Cultural Integration of Immigrants in Europe,
Algan, Y., Bisin, A., Mannang, A., Verdier, Th., (Eds.), MPG Books. Peter Nannestad, Gunnar Lind Haase Svendsen & Gert Tingaard Svendsen. 2008.
Bridge Over Troubled Water? Migration and Social Capital, Journal of Ethnic and Migration Studies, 34:4, 607­631. Portes, Alejandro. Social Capital: Its Origins and Applications in Modern Sociology Annual Review of Sociology Vol. 24: 1­24 (Volume publication date
August 1998) http://digicult.net/moss_texts/SOCIALCAPITAL_ItsOriginsandApplicationsinMo dernSociology.pdf Sweden: The Flagship of Multiculturalism; K. Borevi in Brochmann Grete & Anniken Hagelund (eds). Immigration Policy and the Scandinavian Welfare
State, 1945­2010. Palgrave, Macmillan. Denmark; a National Welfare State Meets the World; H. Vad Jønsson & K.Petersen in Brochmann Grete & Anniken Hagelund (eds). Immigration Policy
and the Scandinavian Welfare State, 1945­2010. Palgrave, Macmillan.
Uhnoo, S. 2015. Within ‘the Tin Bubble’: the police and ethnic minorities in Sweden, Policing and Society: An International Journal of Research and Policy,
25:2, 129­149.
Armillei, R. (2015) A Multicultural Italy?, Chapter 9: https://www.researchgate.net/publication/276279609
(https://www.researchgate.net/publication/276279609) Tassinari, F. (2016) The Disintegration of European Security: Lessons from the Refugee Crisis, FEATURES, PRISM 6, No.2, 71­83. Caneva, E.(2014). The integration of migrants in Italy: an overview of policy instruments and actors. Research Report, INTERACT RR2014/05. The social situation concerning homophobia and discrimination on grounds of sexual orientation in Italy, Report, Danish Institute for Human Rights, March
2009. Course Summary:
Date
Wed Jan 18, 2017
Thu Jan 19, 2017
Mon Jan 23, 2017
Thu Jan 26, 2017
Mon Jan 30, 2017
Details
 Sociology program orientation session (https://canvas.disabroad.org/calendar?
event_id=9695&include_contexts=course_636)
 Intro to the Course: main concepts, expectations & grading
(https://canvas.disabroad.org/calendar?event_id=9528&include_contexts=course_636)
 Cultural Diversity and Cultural Integration in Theory
(https://canvas.disabroad.org/calendar?event_id=9529&include_contexts=course_636)
 Do Immigrants threaten the Welfare/Nation­State (and vice versa)?
(https://canvas.disabroad.org/calendar?event_id=9530&include_contexts=course_636)
 Cultural integration policies: DEBATE (https://canvas.disabroad.org/calendar?
event_id=9531&include_contexts=course_636)
10am to 12pm
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
Date
Wed Feb 1, 2017
Thu Feb 2, 2017
Mon Feb 6, 2017
Tue Feb 7, 2017
Wed Feb 8, 2017
Thu Feb 9, 2017
Fri Feb 10, 2017
Sat Feb 11, 2017
Mon Feb 13, 2017
Thu Feb 16, 2017
Mon Feb 20, 2017
Thu Feb 23, 2017
Mon Mar 6, 2017
Thu Mar 9, 2017
Mon Mar 13, 2017
Thu Mar 16, 2017
Mon Mar 27, 2017
Details
 Field Study: More information TBA (https://canvas.disabroad.org/calendar?
event_id=9533&include_contexts=course_636)
 Intro to Core course week & Interview Assignment workshop
(https://canvas.disabroad.org/calendar?event_id=9532&include_contexts=course_636)
 Core course week (https://canvas.disabroad.org/calendar?
event_id=9534&include_contexts=course_636)
 Core course week (https://canvas.disabroad.org/calendar?
event_id=9535&include_contexts=course_636)
 Core course week (https://canvas.disabroad.org/calendar?
event_id=9536&include_contexts=course_636)
 Short study tour to Sweden (https://canvas.disabroad.org/calendar?
event_id=9538&include_contexts=course_636)
 Short study tour to Sweden (https://canvas.disabroad.org/calendar?
event_id=9539&include_contexts=course_636)
 Short study tour to Sweden (https://canvas.disabroad.org/calendar?
event_id=9540&include_contexts=course_636)
 Interview Assignment workshop (https://canvas.disabroad.org/calendar?
event_id=9541&include_contexts=course_636)
 Cultural Diversity in Italy (https://canvas.disabroad.org/calendar?
event_id=9542&include_contexts=course_636)
 Migration crisis in Italy and Europe & Preparation for 'Must visit' assignment
(https://canvas.disabroad.org/calendar?event_id=9543&include_contexts=course_636)
 Integration issues in Italy (https://canvas.disabroad.org/calendar?
event_id=9544&include_contexts=course_636)
 Movie 'Fire at sea' (https://canvas.disabroad.org/calendar?
event_id=9546&include_contexts=course_636)
 LGBT Rights in Italy (https://canvas.disabroad.org/calendar?
event_id=9545&include_contexts=course_636)
 ‘Must visit’: Preparing a presentations of the chosen organization
(https://canvas.disabroad.org/calendar?event_id=9548&include_contexts=course_636)
 Intro to final project & Study tour to Rome
(https://canvas.disabroad.org/calendar?event_id=9547&include_contexts=course_636)
 Study tour debrief and final project workshop
(https://canvas.disabroad.org/calendar?event_id=9549&include_contexts=course_636)
 Final project workshop (https://canvas.disabroad.org/calendar?
Thu Mar 30, 2017
event_id=9550&include_contexts=course_636)
 Interviews (https://canvas.disabroad.org/courses/636/assignments/4665)
8:30am to 12:30pm
10:05am to 11:25am
12am
12am
12am
12am
12am
12am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
10:05am to 11:25am
due by 11:59pm
Date
Mon Apr 3, 2017
Wed May 3, 2017
Thu May 4, 2017
Details
 Final project workshop (https://canvas.disabroad.org/calendar?
event_id=9551&include_contexts=course_636)
 Final project presentations & Social (https://canvas.disabroad.org/calendar?
event_id=9694&include_contexts=course_636)
10:05am to 11:25am
1pm to 5pm
 Final Project (https://canvas.disabroad.org/courses/636/assignments/4664)
due by 11:59pm
 Participation (https://canvas.disabroad.org/courses/636/assignments/4666)
 Presentation (https://canvas.disabroad.org/courses/636/assignments/5336)