MA in Ethnic and Migration Studies Department of Social and Welfare Studies Linköping University
Course Information Intersectional Migration Studies: Bodies, Genders, Sexualities, 7,5 credits Course Code: 742A21 Autumn 2016 Preliminary version 2016-­‐09-­‐11 Course Coordinator: Anna Bredström, e-mail: [email protected]
AIM OF THE COURSE
After completion of the course the student shall, at an advanced level, be able to:
- account for and critically reflect on the concept of intersectionality
- demonstrate and critically reflect on the concepts of gender, sexuality and the body in
relation to migration studies
- analyse a relevant topic within the field from an intersectional perspective
CONTENTS
The course provides both overviews and in-depth theoretical knowledge in the field of
intersectional migration studies, with a particular emphasis on postcolonial feminist studies,
intersectional queer theory and sociocultural perspectives on bodies and embodiment. The
course surveys different themes where students read key readings in the field, and, through
different exercises, learn to identify and analyse intersections of different social categories. A
particular focus will be to investigate how gender, sexuality and the body intersect with the
concepts of migration, ethnicity, race, culture and nation.
TEACHING
The course offers a combination of teaching methods including lectures, literature seminars,
group assignments, and workshop. See below and LISAM for instructions. The course ends with
an individual paper examination.
Students are expected to be well prepared for each class, and attendance is firmly expected.
Students should also pay attention to possible assignments that are to be completed prior to
attending a seminar or workshop. Readings are mandatory and should be read prior to class.
Additional readings can be used as complementary course literature, and for specific
assignments and examination. Language of instruction is English.
Attendance
As at other institutions of higher education, the culture of learning at Linköping University
builds entirely on the voluntary participation of the students in all scheduled events. Attendance
at all scheduled master’s seminars, lectures, tutorials and group work is therefore firmly
expected. The quality of the program inevitably suffers if student participation is failing.
Students who due to illness or other personal or private circumstances are prevented from
attending class are asked to notify the course director well in advance. This will enable teachers
to tailor lectures and seminar discussion seminar to the size of the class on each occasion.
Students are welcome and encouraged to attend open events in the REMESO research
community, such as the REMESO seminars, PhD defenses and seminars, guest lectures and
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open workshops. They are also kindly asked to show courtesy in case seating at such events is
limited.
Overview of the course
Week
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Moment, literature, tasks
Tuesday 27/9, Course Introduction: Intersectional Migration Studies
Course Director: Anna Bredström (1 hour)
Lecturer: Sara Ahlstedt (2 hours)
Readings: Ahlstedt (2016, chapter 6); Lundström (2014, chapter 1); Manalansan
(2006); Shephard (2016); Silvey (2004)
Additional readings: Davis (2008); Donato et al. (2006); Knowles (2005); Leonard
(2008); Lutz (2010)
Wednesday 28/9, ISV Inaugural lecture: Professor Peo Hansen
Thursday29/9, Advanced Seminar: Postcolonial Feminist Critique
Lecturer: Anna Bredström
Seminar Leaders: Anna Bredström and Olav Nygård
* This advanced seminar is set-up as one-hour lecture and two hours literature
seminar. Please prepare by reading the literature carefully and prepare two
comments or questions for each text to bring with you to the seminar.
Readings:
Collins (2000); Combahee River Collective (1977); Lorde (2007); Mohanty (1984);
Mulinari (2007); Yuval-Davis, Nira (1997)
Additional readings:
Seneca Falls Convention (1848); Truth (1851); Mohanty (2003); Narayan (1998)
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Tuesday 4/10, Advanced Seminar: Emotional Labour, Moral Economies
Lecturer: Karin Krifors
* This advanced seminar is set-up as two-hour lectures and one hour group
assignment, see LISAM for further instructions on how to prepare for the seminar.
Readings:
Hoschschild (2011); Tsing (2009); Näre (2011)
Additional readings:
Gunaratnam and Lewis (2001)
Wednesday 5/10 (morning), REMESO Seminar: Mikela Lundahl
Wednesday 5/10 (afternoon), Tutorials
Thursday 6/10, Advanced Seminar: Theorizing Class in Intersectionality
Research
Lecturer: Karin Krifors
Seminar Leaders: Karin Krifors and Olav Nygård
* This advanced seminar is set-up as one-hour lecture and two hours literature
seminar. Please prepare by reading the literature carefully and prepare two
comments or questions for each text to bring with you to the seminar.
Readings:
Acker (2006, chapter 2); Gimenez (2001); Sayer (2005, chapter 4); Skeggs (2005);
Wallerstein (1991)
Additional readings:
Skeggs (2004)
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Tuesday 11/10, Advanced Seminar: Sexuality, Sexual Identity and Migration
Lecturer: Sara Ahlstedt
* This advanced seminar is set-up as two-hour lectures and one hour group
assignment, see LISAM for further instructions on how to prepare for the seminar.
Readings:
Butler (2008); Luibhéid (2004); Mühleisen et al. (2012); Puar (2013); Vogel (2009)
Additional readings:
Ahlstedt (2016); Bracke (2012); Lewis (2014); Lugones (2007); Shakhsari (2014)
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Wednesday 12/10, REMESO-seminar: Catrin Lundström
Thursday 13/10, Advanced Seminar: Race, Sexuality and Medicine
Lecturer: Anna Bredström
* This advanced seminar is set-up as two-hour lectures and one hour group
assignment, see LISAM for further instructions on how to prepare for the seminar.
Readings:
Epstein (2007; introduction and chapter 2); Gilman (1985); Hankivsy (2012)
Additional Readings:
Fullwiley (2008); Patton (2002, Chapter 2); Rose, (2007, chapters 1 & 6); Nash
(2012)
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Tuesday 18/10, Lecture: Current Debates in Feminist Theory: Affect, New
Materalism and Intersectionality
Lecturer: Anna Bredström
Readings:
Ahmed (2004); Geerts and van der Tuin (2013); McCall (2005); Puar (2011)
Additional redings:
Alaimo and Hekman (2008); Anthias (2012); Collins (2015); Wetherell (2010)
Wednesday 19/10, Tutorials
Thursday 20/10, Workshop: Intersectional Analysis
Workshop Leaders: Olav Nygård and Sara Ahlstedt
For instructions on how to prepare for the workshop, see LISAM.
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Examination week
Friday 28/10 – Deadline, Individual paper
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BIBLIOGRAPHY
Mandatory Readings:
Acker, J. (2006) Class questions – feminist answers. Rowman and Littlefields, Chapter 2:
‘Feminists Theorizing Class – Issues and Arguments’, pp. 15–44.
Ahmed, S. (2004) ‘Affective Economies’, Social Text, 79, 22:2, 117-139.
Ahlstedt, S. (2016) The Feeling of Migration: Narratives of Queer Intimacies and Partner
Migration. Linköping: Linköping University, Chapter 6: “Loss”, pp. 219-298. Available
for download from http://liu.divaportal.org/smash/record.jsf?pid=diva2%3A945415&dswid=1473342963733.
Butler, J. (2008) ‘Sexual politics, torture, and secular time’, British Journal of Sociology, 59:1, 1-23.
Collins, P. Hill (1998) ‘It’s All in the Family: Intersections of Gender, Race and Nation’,
Hypatia, 13:3, 62-82.
Combahee River Collective (1977) A Black Feminist Statement, Available online:
http://historyisaweapon.com/defcon1/combrivercoll.html
Epstein, S. (2007) Inclusion: The politics of differnce in medical research, Chicago: Chicago
UP, Introduction and Chapter 2, pp. 1–16, 30- 52.
Geerts E and van der Tuin I. (2013) ‘From intersectionality to interference: Feminist ontoepistemological reflections on the politics of representation’, Women's Studies
International Forum, 41:3, 171-178.
Gilman, S. (1985) Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth–Century Art, Medicine, and Literature, Critical Inquiry, 12 (1): 204–242. Gimenez, M. (2001) ‘Marxism and Class, Gender and Race: Rethinking the Trilogy’, Race, Gender & Class, 8:2, 23–33. Hankivsky, O. (2012). Women's health, men's health, and gender and health: Implications of intersectionality. Social Science and Medicine 74 (11): 1712–1720. Hoschschild, A. (2011) ‘Emotional Life on the Market Frontier’, Annual Review of Sociology,
37, 21–33.
Lorde, A. (2007) [1980] ‘Age, Race, Class, and Sex: Women Redefining Difference’, in Sister
outsider: essays and speeches. Berkeley: Crossing Press, pp. 114–123. (Available at
LISAM)
Luibhéid, E. (2004) ‘Hetronormativity and Immigration Scholarship: A Call for Change’, GLQ:
A Journal of Lesbian and Gay Studies, 10:2, 227-235.
Lundström, C. (2014) White Migrations: Gender, Whiteness and Privilege in Transnational
Migration. Basingstoke: Palgrave Macmillan, chapter 1: ”White Migration: A
Theoretical Outline”, pp. 1-23.
Manalansan, M. (2006) ‘Queer Intersections: Sexuality and Gender in Migration Studies’,
International Migration Review, 40:1, 224-49.
McCall, L. (2005) ‘The Complexity of Intersectionality’, Signs, 30:3, 1771-1800.
Mohanty, C. (1984) ‘Under Western Eyes: Feminist Scholarship and Colonial Discourses’,
Boundary 2, 12/13, 333–358.
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Mühleisen, W., Røthing, Å., and Svendsen, SHB. (2012) ‘Norwegian Sexualities: Assimilation
and Exclusion in Norwegian Immigration Policy’, Sexualities, 15:2, 139-155.
Mulinari Diana (2007) ‘Women friendly? Understanding gendered racism in Sweden’, in:
Melby, Kari Anna-Birte Ravn and Christina Carlsson Wetterberg (eds.) Gender equality
and welfare politics in Scandinavia: the limits of political ambition?. Bristol: Policy, pp.
167–182. (Available at LISAM).
Näre, L. (2011) ‘The moral economy of domestic and care labour: Migrant workers in Naples,
Italy’, Sociology, 45:3, 396-412.
Puar, J. (2011)’”I would rather be a cyborg than a goddess”: Intersectionality, Assemblage and
Affective Politics’, European Institute for Progressive Cultural Politics, available at:
http://eipcp.net/transversal/0811/puar/en
Puar, J. (2013) ’Rethinking Homonationalism’, International Journal of Middle Eastern Studies,
45(2): 336-339.
Sayer, A. (2005). The Moral Significance of Class, Cambridge University Press, Chapter 4:
’Concepts of class: clearing the ground’, pp. 70-94.
Shephard, N. (2016) ‘Queering Intersectionality: Encountering the Transnational’, Gender, 2,
27-41.
Silvey, R. (2004) ‘Power, Difference and Mobility: Feminist Advances’, Progress In Human
Geography, 28:4, 490–506.
Skeggs, B (2005) ‘The Making of Class and Gender through Visualizing Moral Subject
Formation’, Sociology, 39:5, 965-982.
Tsing, A. (2009) ‘Supply Chains and the Human Condition’, Rethinking Marxism, 21:2, 148176.
Vogel, K. (2009) ‘The Mother, the Daughter and the Cow: Venezuelan Transformistas’
Migration to Europe’, Mobilities, 4:3, 367-387.
Wallerstein, I. (1991) ‘Class Conflict in the Capitalist World-Economy’, in Balibar, E. and
Wallerstein, I. (eds.), Race, Nation, Class: Ambiguous Identities. London: Verso,
Yuval-Davis, N. (1997) Gender & Nation. London: SAGE, chapter 2: ’Theorizing Gender and
Nation’, pp. 26–38.
Additional readings:
Alaimo, S. and Hekman, S. (2008) ‘Introduction: Emerging Models of Materiality in Feminist Theory’,
in Alaimo, S. and Hekman, S. (eds), Material Feminisms, Indiana University Press, pp. 1–19.
Anthias, F. (2012) ‘Intersectional What? Social divisions, intersectionality and levels of analysis’,
Ethnicities, 13:1, 3–19.
Bracke, S. (2012) ‘From ”Saving Women” to ”Saving Gays”: Rescue Narratives and Their
Dis/Continuities’, European Journal of Women’s Studies, 19:2, 237-252.
Collins, P. Hill (2015) ‘Intersectionality’s Definitional Dilemmas’, Annual Review of Sociology, 41, 1-20.
Davis, K. (2008) ‘Intersectionality as buzzword: A sociology of science perspective on what makes a
feminist theory successful’, Feminist Theory, 9:1, 67–85.
Donato, K. , et al. (2006) ‘A Glass Half Full? Gender in Migration Studies’, International
Migration Review, 40:1, 3-26.
Fullwiley, D. (2008) ‘The Biologistical Construction of Race: ”Admixture” Technology and the
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New Genetic Medicine’, Social Studies of Science, 38:5, 695-735.
Gunaratnam, Y. and Lewis, G. (2001) ‘Racialising emotional labour and emotionalising racialised
labour: anger, fear and shame in social welfare’, Journal of Social Work Practice, 15:2, 131148.
Knowles, C. (2005) ‘Making Whiteness: British Lifestyle Migrants in Hong Kong’, in Alexander, C. and
Knowles, C. (eds) Making Race Matter: Bodies, Spaces and Identity. Basingstoke: Palgrave.
Leonard, P. (2008) ‘Migrating Identities: Gender, Whiteness and Britishness in Post-Colonial Hong
Kong’, Gender, Place and Culture, 15:1, 45-60.
Lewis, R. (2014) ‘”Gay? Prove It!”: The Politics of Queer Anti-Deportation Activism’, Sexualities, 17:8,
958-975.
Lugones, M. (2007) ‘Heterosexualism and the Colonial/ Modern Gender System’, Hypatia, 22:1, 186–
209.
Lutz, H. (2010) ‘Gender in the Migratory Process’, Journal of Ethnic and Migration Studies, 36:10,
1647-1663.
Mohanty, C. (2003) ‘Under Western Eyes’ Revisited: Feminist Solidarity through Anticapitalist
Struggles’, Signs, 28:2, 499–535.
Narayan, U. (1998) ‘Essence of Culture and a Sense of History: A Feminist Critique of Cultural
Essentialism’, Hypatia 13:2, 86-106.
Nash, C. (2012) ‘Gendered geographies of genetic variation: sex, power and mobility in human
population genetics’, Gender, Place & Culture, 19:4, 409-428.
Patton, C. (2002) Globalizing AIDS. Minneapolis: University of Minnesota Press, Chapter 2:
‘From Colonial Medicine to World Health’, pp. 27–50.
Rose, N. (2007) The politics of life itself: biomedicine, power, and subjectivity in the twenty-first
century, Princeton: Princeton University Press.
Seneca Falls Convention (1998) [1848] ‘Declaration of Sentiments’ in Internet Modern History
Sourcebook, in Halsall, Paul (ed.) Fordham University. August 1, 2012. Available online:
http://www.fordham.edu/halsall/mod/Senecafalls.asp
Shakhsari, S. (2014) ‘The Queer Time of Death: Temporality, Geopolitics, and Refugee Rights’,
Sexualities, 17:8, 998-1015.
Skeggs, B. (2004) ‘Pierre Bourdieu’s analysis of class, gender and sexuality’, in Adkins, L. and
Skeggs, B. (ed) Feminism After Bourdieu, Blackwell Publishing, Oxford, pp. 19-33.
Truth, S. (1851) Ain’t I a Woman? Available online:
https://www.nps.gov/wori/learn/historyculture/sojourner-truth.htm
Wetherell, M. (2010) ‘The Field of Identity Studies’, in Wetherell, M. and Mohanty, C., The
SAGE Handbook of Identities. Thousand Oaks, CA: SAGE Publications, pp. 3–25.
SCHEDULE
See time-edit
TEACHERS
Sara Ahlstedt, [email protected]
Anna Bredström (Course coordinator), [email protected], 011 363242
Karin Krifors, [email protected]
Olav Nygård, [email protected]
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EXAMINATION
The course is examined through a written assignment in the form of an individual paper on a
topic relevant for the course theme. The paper should be well anchored in the course literature,
and end with a list of the references. The paper could either be a theoretical discussion, or you
could choose an empirical material that you analyse using relevant course references.
The paper should not exceed 3000 words. The type-face to be used in the paper is Times or
Times New Roman, and the spacing should be 1,5. For referencing use either the Oxford system
(footnotes) or the Harvard system (parentheses), see the Student manual for further instructions.
Please remember to have your name on every page.
Students failing an exam covering either the entire course or part of the course two times are
entitled to have a new examiner appointed for the re-examination.
Students who have passed an examination may not retake it in order to improve their grades.
The paper is to be submitted electronically via LISAM. Deadline is Friday the 28th of October.
Examinator is Anna Bredström, assisted by Sara Ahlstedt.
GRADING CRITERIA
In grading the examinations, the programme uses the Erasmus Credit Transfer System, or ECTS.
It contains the following grades: A (excellent), B (very good), C (good), D (satisfactory), E
(sufficient), FX (fail – some more work required) and F (fail).
Written papers are graded by assessing the quality of the paper in three separate respects.
1) Language, organisation and formalia. Teachers look at the treatment of (the English)
language and the general ability of the student to make clear and intelligible formulations.
We look at the general structure and disposition of the paper. We inquire whether the
fundamental questions are formulated clearly, whether there is a correspondence between
the purpose, contents and conclusions of the paper, or, in case of a less academic and more
essayistic approach, whether the form is adequate to the content and message. Whenever
relevant to the assignment, this also includes traditional formalia respects (e.g. how
references, footnotes, literature are handled).
2) Knowledge and understanding. Teachers assess whether the student shows real insight
into the problem chosen. Has she/he understood relevant theories and concepts? Does the
paper show that the student is familiar with the relevant literature? We ask questions about
correctness (or appropriateness) of terminology and the relevance and correctness of facts,
presentations of theories and theses described in the paper. We look at the argumentation. Is
anything important missing?
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3) Creativity and critical approach. Teachers assess the originality and independence
reflected in the student's discussion, argumentation and conclusion. Does the student
approach the subject matter, methodology and theory in a critical manner? Are there things
that are really the student’s own inventions? A new original argument? An innovative
conclusion? Or a new distinction (which really can be an important thing) or a new
theoretical approach?
In each respect, a student can fulfil these criteria to a (i) high degree, to an (ii) acceptable
degree, or (iii) to an unacceptable degree.
After assessing the examination paper as fulfilling to a high, acceptable or unacceptable degree
the criteria for each of the three respects (1. Language, organisation and formalia; 2. Knowledge
and understanding; 3. Creativity and critical approach), the examiner grades the paper in
correspondence with the ECTS grading scale, as follows:
A = High degree in all three respects
B = High degree in two respects and acceptable in the third
C = High degree in one respect and acceptable in the other two.
D = Acceptable in all three respects.
E = Acceptable or high degree in “Language, organisation and formalia” as well as
“Knowledge and understanding”) but lacking in “Creativity and critical approach”.
FX = Lacking in either “Language, organisation and formalia” or “Knowledge and
understanding”.
F = Lacking in both “Language, organisation and formalia” and “Knowledge and
understanding”.
EXAMINATION CODE: EXAM 7,5 hp ECTS grading scale A-F
PLAGIARISM
Academic research and studies are based on respect for the work of others. Thus, plagiarism is a
serious offense against good academic practice. All written examinations and papers handed in
by students in the programme are submitted to Urkund, which is a plagiarism-checking tool for
teachers. Submitted texts are here checked against a very large database of material taken from
the internet, published material and student material. A teacher who detects or strongly suspects
plagiarism or other serious breaches of academic discipline is obligated to immediately report
the student to The Disciplinary Board at Linköping University. If the Board finds that plagiarism
or other violations have occurred, the student may be suspended from studies. For further
information on plagiarism and good academic practice, please consult the University Library’s
webpage NoPlagiat: http://noplagiat.bibl.liu.se/default.en.asp.
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