SVC (European Space Virtual Community)

Опубликовано в Наука

 

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This project is funded by the European Union

 

  The project, supported by the Jean Monnet Programme, aims to conduct a series of events on "Superdiversity, Citizenship and Integration in the European Union - DICITE" and geared at the provision of basic knowledge on the problems of European integration of students from the South of Russia and beyond. The general idea is to organize a common information and educational space for dialogue on educational, research and public issues; to raise awareness about the processes of European integration.

 Since the academic communities of southern Russia demonstrate interest in European issues, there is a need to involve them in the discussion, including Russia-EU relations. In order to provide a solid basis for these discussions, the project aims to bring together regional and European scholars and experts in the field of research on the foundations of European integration and the role of the European Union on a regional and global scale, as well as young researchers and students of regional universities in Russia.

 The participation of students from regional universities and European partner universities will be an important tool for raising the level of education and research. The project responds to the growing need for professionals who have a common understanding of the integration process.

Проект, поддержанный Программой Жана Моне, направлен на проведение серии мероприятий по теме «Сверхразнообразие, гражданство и интеграция в Европейском Союзе- DICITE» и ставит своей целью обеспечение базовыми знаниями по проблемам европейской интеграции студентов Юга России и за его пределами. Общая идея заключается в организации единого информационного и образовательного пространства для диалога по образовательным, научно-исследовательским и общественным вопросам для повышения осведомленности о процессах европейской интеграции.

 Поскольку академические сообщества юга России демонстрируют интерес к вопросам европейской тематики, есть необходимость привлекать их к обсуждению, в том числе отношений Россия - ЕС. Для того, чтобы обеспечить прочную основу для этих дискуссий, проект направлен на объединение усилий региональных и европейских ученых и специалистов в области исследований основ европейской интеграции и роли Европейского Союза в региональном и глобальном масштабе и молодых исследователей и студентов региональных вузов России.

 Участие студентов из региональных университетов и европейских университетов-партнеров будет важным инструментом для повышения образовательного и научно-исследовательского уровня. Проект реагирует на растущую потребность для профессионалов, которые имеют общее представление о процессе интеграции.

Description of the project

Migration crisis happened in the European Union and throughout the world put again the issue of integration and multiculturality in Europe into the agenda. The module Super-diversity, Citizenship and Integration in the European Union - DICITE, being anchored in the Master Programme “Ethnic and Confessional Processes in Modern Europe” at Southern Federal University (Russia), is designed around the idea of Diversity, Equality and Economic Prosperity as the basis of the integration project in the European Union. It questions, critically assesses and accentuates at deepening knowledge on European integration through normative and sociocultural impact of super-diversity in the EU policy.

The urgency of the module comes from the fact that the notion of economic prosperity goes hand at hand with representation of and access to justice. While debates about the concept of justice are going on, one can identify certain values that move European political and economic actions, namely diversity and equality perspective. The EU is engaged in the fight for sustainable economic development, which is considered as an indicator of impact to the value of justice, diversity and equality institutionally approved. So the module supports efforts to search relations between values of diversity and equality and economic development and well-being.

As soon as Russia recognizes itself as a state multicultural and valuing super-diversity as a property and within complex EU-Russia relations it is important to raise awareness of the European integration process as well as EU virtues and activities in the academic circles, young university generations and regional communities in the South Russia.

The DICITE module will be a platform for flourishing discussions and utilizing efforts of experienced and young scholars, following interdisciplinarity principle in studying European integration, diversity, equality and economic development. It responds to a growing need for professionals who, while specialized in specific aspects of Diversity Management, Ethno-Confessional Processes, Economic Behaviour, have a smart and critical view of the integration process.

Being an integral part for the MA Programme “Ethnic and Confessional Processes in Modern Europe” at the Institute of History and International Relations (25 students per year) the module will be acceptable for all university students following the internal mobility principle that Southern Federal University dedicates to (up to 30 students per year). The module will implement the scheme Learning-by-Doing (initiation of research small-scale projects, regular e-seminars and public blogging).

The engagement of students and researchers from the SFedU and European partner universities in Bremen (Germany) and Macerata (Italy) through digital learning path (webinars and blogging) will be an additional instrument for deepening knowledge on the EU integration and for further immersion of the SFedU and South Russia into the European context.

Описание проекта

Миграционный кризис, разразившийся в Европейском союзе и во всем мире, вновь поставил вопрос интеграции и мультикультурализма в Европе на повестку дня. Модуль "Сверхразнообразие, гражданство и интеграция в Европейском Союзе - DICITE", являющийся частью магистерской программы "Этнические и конфессиональные процессы в современной Европе", разработан на основе имплементации идеи многообразия, равенства и экономического процветания как базы интеграционного проекта в Европейском Союзе. Он ставит под сомнение, критически оценивает и акцентирует внимание на углублении знаний о европейской интеграции через нормативное и социокультурное воздействие сверхдиверсификации в политике ЕС.

Актуальность данного модуля обусловлена тем, что понятие экономического процветания неразрывно связано с демократическим представительством и доступом к правосудию. Пока идут дебаты о концепции справедливости, можно выделить определенные ценности, которые движут европейскими политическими и экономическими действиями, а именно разнообразие и перспективы равенства. ЕС участвует в борьбе за устойчивое экономическое развитие, которое рассматривается в качестве показателя влияния на ценность справедливости, разнообразия и равенства, утвержденных на институциональном уровне. Таким образом, модуль поддерживает усилия по поиску взаимосвязи между ценностями разнообразия и равенства и экономическим развитием и благосостоянием.

Как только Россия признает себя государством мультикультурным и ценит сверхразнообразие как достояние и в сложных отношениях ЕС-Россия, важно повысить осведомленность о процессе европейской интеграции, а также о достоинствах и деятельности ЕС в академических кругах, молодых университетских поколениях и региональных сообществах на Юге России.

Модуль DICITE станет платформой для плодотворных дискуссий и использования усилий опытных и молодых ученых в соответствии с принципом междисциплинарности при изучении вопросов европейской интеграции, разнообразия, равенства и экономического развития. Он отвечает растущей потребности в специалистах, которые, хотя и специализируются на конкретных аспектах управления многообразием, этноконфессиональных процессах, экономическом поведении, имеют умный и критический взгляд на процесс интеграции.

Являясь неотъемлемой частью магистерской программы "Этнические и конфессиональные процессы в современной Европе" Института истории и международных отношений (25 студентов в год), модуль будет приемлем для всех студентов университета в соответствии с принципом внутренней мобильности, который Южный федеральный университет посвящает (до 30 студентов в год). Модуль будет реализовывать схему "Обучение на практике" (инициирование небольших исследовательских проектов, регулярные электронные семинары и ведение публичных блогов).

Привлечение студентов и исследователей из ЮФУ и европейских университетов-партнеров в Бремене (Германия) и Мачерате (Италия) через цифровой путь обучения (вебинары и блоги) станет дополнительным инструментом углубления знаний об интеграции в ЕС и дальнейшего погружения ЮФУ и Юга России в европейский контекст.

This website has been funded with the assistance of the European Union. The contents of this website are the sole responsibility of Southern Federal University and can in no way be taken to reflect the views of the European Union

 


Age-and-ageism

Citizenship-and-community

Concepts-of-diversity-and-equality

Disability

Equality-and-diversity-policy-making

Gender-Issues

Race-and-ethnicity

Transnational-Justice-and-Democracy

Unequal-equality

 

Стилос - сборник работ молодых ученых, изданный при поддержке проекта Жана Моне

 

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Super-Diversity, Citizenship and Integration in the European Union

Instructor: Oxana Karnaukhova, PhD, Associate professor

 

Duration: Autumn Semester

 

Program: MA “Ethnic and confessional processes in Modern Europe”

 

https://sfedu.ru/www/stat_pages22.show?p=INR/N12344/P

 

 

 

Aims of the course

 

The main aim of the course is to familiarize students with how abstract legal principles of equality and diversity are turned into policy and practice in Europe. Starting from what equality means as a basic legal principle and right in modern democratic systems, the course will move on to critically analyze the policy visions, policy approaches and policy tools used to put equality into practice.

 

Students will be encouraged to analyze documents and other texts; to develop communicative skills and to provide their ability to apply new knowledge to the concrete cases and practices of interaction.

 

Role of the course in the overall degree curriculum

 

The course is geared for the first year graduate students who are specialized within the Master Program “Ethnic and Confessional Processes in Modern Europe”. This course stands among special disciplines, aiming to apply theoretical knowledge on European affairs to practical skills.

 

This course could be used for internal mobility purposes, provided by the SFedU, in order to invite students interested to participate in discussions and to gain knowledge on the European integration project.

 

Learning outcomes

 

Students will be asked to reach conclusions about what diversity and equality are, what behavior patterns and strategies of ethnic diversity management are called for in a local and supra-national environment. In the course of doing so, they will have to become aware of the different trends in diversity study, normative approaches applicable. In conclusion students will be expected to get a solid knowledge about integration practices and diversity management and be ready to apply it in practical situations.

 

Course description

 

  1. Diversity and Equal Rights: Basic concepts (Week 1)

 

The overall claim of the class will be to introduce and define basic concepts of diversity and equality theory and policy.

 

 

 

Reading:

 

Sandra Friedman (2002). Equality: Concepts and Controversies”// Discrimination Law. Oxford UP, pp 1-26

 

 

 

Recommended:

 

M. Rosenfeld (1991). Definition of key concepts // Affirmative Action and Justice: Yale UP. Pp 11-42

 

 

 

II. Visions of Equality.

 

This section of the class will discuss the three different general approaches to diversity and equality and policy tools related to them. The three approaches are: equal treatment, positive action and equal opportunities for disadvantaged groups and, third, transformation through mainstreaming equality.

 

  1. Equal treatment – Antidiscrimination (Week 2)

 

This class will discuss formal, procedural equality, and the principle of non-discrimination. Legal concepts of direct and indirect discrimination will also be introduced. The discussion will be geared towards understanding how formal procedural approaches to inequality prove to be insufficient in addressing the deeply rooted social problem of inequality.

 

 

 

Readings:

 

Sandra Friedman (2002). Legal concepts: Direst, Indirect Discrimination, and Beyond// Discrimination Law. Oxford UP, pp 92-116

 

 

 

Recommended:

 

Paul Brest (1976). The Supreme Court 1975 Term. Forward: In Defence of the Antidiscrimination Pronciple, 90. Harvard Law Review 1-55.

 

 

 

Presentation:

 

Andrew Kopellman (1996). Process Based Theories // Antidiscrimination Law and Social Equality. Yale UP New Haven, London, pp 13-57

 

 

 

  1. Positive Action (Week 3)

 

This week’s class will introduce and debate substantive, result-based approaches to equality and the way they relate to procedural approaches to equality, discussed in the previous class. The distinction between individual models of justice and group models of justice will be introduced. Policy tools that come under this approach, ranging from positive action to affirmative action programs, will be discussed together with debates revolving around them.

 

 

 

Readings:

 

Ronald Dworkin (2005). Affirmative Action: Does it work?; Affirmative Action: Is it Fair?// Sovereign Virtue. The Theory and Practice of Equality. Harvard UP. Pp 386-427

 

 

 

Recommended:

 

Sandra Friedman (2002). Beyond Indirect Discrimination; Symmetry and Substance: Reverse Discrimination // Discrimination Law, Oxford UP, pp 121-160

 

Andrew Kopellman (1996). Process Based Theories // Antidiscrimination Law and Social Equality. Yale UP New Haven, London, pp 57-115

 

Thomas Nagel (1977). Introduction // Cohen, Nigel, Scanlon eds. Equality and Preferential Treatment. Princeton UP, New Jersey, pp VII-XIV

 

Christopher McCrudden (1982). Institutional Discrimination. Oxford Journal of Legal Studies, V. 2, No. 3. Pp 303-367

 

 

 

Presentations:

 

Colm O’Cinneide (2006). Positive Action and the Limits of the Law // Maastricht Journal of European and Comparative Law. Vol. 13/3, pp 351-365

 

 

 

  1. From Equal Opportunity and Mainstreaming equality (Week 4)

 

This class the concept of equal opportunities will be discussed together with the transformative approach of mainstreaming equality. Equal opportunity means making the terms of completion equal for everybody. Practical implications may range from narrow procedural approaches to approaches that bring about wide scale social transformation. Mainstreaming  is the most novel approach to equality, which purports to transgress both the logic of the equal treatment and of the positive action approach, by suggesting a thorough cultural transformation of the society.

 

Discussion in the class will address both concepts in relation to each other and tackle dilemmas and tensions rising from their application.

 

 

 

Readings:

 

Teresa Rees (1998). Mainstreaming Equality in the European Union: Education, Training and Labour Market Policies. London: Routledge, Chapter 3 “Conceptualising Equal Opportunities (p. 26-49), Chapter 10 “Mainstreaming Equality” (p. 188-194)

 

 

 

Recommended:

 

Council of Europe. Gender mainstreaming. Conceptual Framework, methodology and presentation of good practices. Final Report of Activities of the Group of Specialists on Mainstreaming (EG-S-MS). Strasbourg, May 1998

 

 

 

Presentation:

 

Booth, C., Bennett, C. (2002). Gender mainstreaming in the European Union: Towards a new conception and practice of equal opportunities? // European Journal of Women’s Studies, 9 (4), pp 430-446

 

5.           Citizenship and Community (Week 5&6)

 

One of the trends in the recent political and social discourse is increasing confluence of culture and citizenship. Until about the late 1980s multiculturalism and citizenship performed quite different functions. While citizenship was defined by birth and embodied the process of incorporation into the political unity, multiculturalism dealt with incoming migrants.

 

Legal status and citizenship are also about economic health of a society. But today citizenship looks more as a social status guarantying security and at the same time as a specific identity. Despite a fan of approaches and academic works around the main concern of citizenship is as being based on binary differences, which create a cultural foundation. During the seminar we will touch upon questions on what citizenship is about, how to define contemporary citizenship, as soon it is not entirely about formal rights (even minority rights as we see in multiculturalism), but is a matter of participation in a community.

 

 

 

Recommended reading:

 

Stevenson, Nick. Cultural Citizenship. Cosmopolitan Questions. Open University Press, 2003, part 4

 

6.           Cultural Indoctrination and Economic Development (Week 7&8)

 

The seminar concerns extra-economic factors influencing economic development in the globalizing world. We will begin our discussion with the fact that increasing complexity and competitiveness makes global corporations to revisit their business positioning and adopt more impactful and innovative strategies. As mentioned in the Global Entrepreneurship Monitor reports (2012, 2014), in the last couple of years the economic development at the national and supranational level is influenced significantly by the presence of people who are able to see new opportunities for entrepreneurship and to present creativity in implementation of business ideas. Obviously, positive attitudes of society to creativity and entrepreneurship help business climate and significant influence of cultural values, norms and arrangements to perception of business, entrepreneurship and creativity itself, which are supposedly incorporated at the institutional level. This constant demand for innovation, creativity, business strategies together with culturally indoctrinated norms force to pay closer attention to extra-economic factors valuable for business and society. We will compare some EU examples with those outside (visibly Russia).

 

 

 

Recommended reading:

 

Global Entrepreneurship Monitor. Report 2014. GEM, 2015, pp.27-35

 

 

 

7.           Unequal Equality: Diversity and Equality in Policy- making (Week 9)

 

The seminar will introduce three different general approaches to diversity and equality and policy tools related to them, namely: equal treatment, positive action and equal opportunities for disadvantaged groups and, third, transformation through mainstreaming equality. We will discuss formal, procedural equality, and the principle of non-discrimination. Another angle will be from concepts of direct and indirect discrimination.

 

Several questions will be asked: what is the scope of equality policy, what do the categories used in equality policy have in common? Is equality policy aimed at individuals and groups whose members should be protected? What criteria define such groups and their members? Can we justify protection for traditional equality grounds such as ethnicity or gender, while neglecting poverty or class?

 

 

 

Obligatory reading:

 

Yuval-Davis, N. (2011) Power, Intersectionality and the Politics of Belonging. Working papers series #75. Aalburg: Aalburg University

 

Borchorst A., Teigen M. (2010) Political Intersectionality. Tackling Inequalities in Public Policies in Scandinavia, KVINDER, KØN & FORSKNING NR. 2-3

 

Iris Marion Young (1990). Five faces of oppression // Justice and the Politics of Difference. Pp 39-66

 

Recommended:

 

Owen Fiss (1976). Groups and the Equal Protection Clause, 5 Philosophy and Public Affairs 107

 

Nancy Fraser (2003). Rethinking recognition: overcoming displacement and reification in Cultural Politics // Recognition Struggles and Social Movements: Contested Identities, Agency and Power, ed. By B. Hobson. Cambridge UP.

 

Presentation:

 

Sandra Friedman (2002). The scope of Discrimination Law: Grounds of Discrimination // Discrimination Law. Oxford UP, pp. 66-82

 

 

 

II. Equality policy-making

 

This part of the course will look into equality policy processes investigating specifically the three main levels where equality policy is made, contested and implemented, and the way in which these three levels interact.

 

8.     Introduction to Minority Rights Law: Historical Issues (Week 10&11)

 

Pre-Westphalia system. Post-Westphalia system of Minority Protection. League of Nations. United Nations.

 

 

 

Reading:

 

Ramaga P.(1992) The bases of Minority Identity // 14 (2) Human Rights Quarterly pp. 409-428

 

Macklem P. (2008) Minority Rights in International Law // 6 (3/4) International Journal of Constitutional Law pp 531-553

 

 

 

Recommended:

 

Kymlicka W. (2008) The Internationalisation of Minority Rights // 6(1) International Journal of Constitutional Law pp 1-32

 

Rodley N.S. (1995) Conceptual Problems in the Protection of Minorities: International Legal Developments // 17(1) Human Rights Quarterly pp48-71

 

 

 

  1. Regional Protection of Minority Rights: Europe (Week 12)

 

Historical background (historical treatment of national minorities, growth of human rights norms). Council of Europe (Charter on Regional and Minorities Languages, Framework Convention for protection of national minorities). European Union (Equal opportunities, justice& home affairs, Charter of Fundamental Rights-2000).

 

 

 

Reading:

 

Ahmed T. (2009) Demanding Minority (Linguistic) rights from the EU: Exploiting Existing Law // 15(3) European Public Law pp 379-402

 

McGodrick D. (2005) Multiculturalism and its discontents // 5(1) Human Rights Law Review pp27-56

 

 

 

Recommended:

 

Arnull A. (2003) From Charter to Constitution and Beyond: Fundamental Rights in the New European Union // Public Law Winter pp 774-793

 

Keller P. (1998) Rethinking Ethnic and Cultural Rights in Europe 18(1) Oxford Journal of Legal Studies pp.29-59

 

10. Transnational Justice and Democracy: Overcoming Dogmas (Week 13)

 

The idea of the seminar is to signal a tension, indeed virtually a contradiction, in a number of respects. Democracy is usually understood as a form of political organization, in which through specific procedures a sufficiently legitimate political will is formed. Such a will acquires the force of law. Justice appears to be a value external to this context that is understood not so much as connected with procedures of “input” or “throughput” legitimating but instead as a concept oriented to “outputs” or outcomes. The hypothesis is to be discussed sounds following: justice must be contextualized or “grounded” in a political manner as regards both how we understand it and its application to relations beyond the state. In discussing this we will apply to Rainer Forst, who in “The Right for Justification” (2012) takes issue with some erroneous dogmas in political theory:

 

1) The dogma of the incompatibility of democracy and justice;

 

2) The dogma that only a state can constitute a context of justice; and

 

3) The dogma that democracy must take the form of a practice of a demos organized within a state.

 

In order to achieve a view of the prospects of transnational justice, democracy and to be able to understand transnational forms of democracy as simultaneously a requirement and a condition of justice, all of these dogmas must be overcome.

 

 

 

Recommended reading:

 

Forst, R. (1999) The Basic Right to Justification. Toward Constructivist Conception of Human Rights, Constellations, V.6 (1)