Sociology of Migration
A.Y. 2023/2024
Learning objectives
The course delves into the theme of migrations and ethno-cultural differences within the urban context. Indeed, recent theoretical discussions highlight the city as a privileged space for examining the impact of migrations and more. We will analyze how the presence, exclusion, defense, or interaction with strangers, commonly referred to as "immigrants," influence the quality of urban spaces, thus contributing to shaping the dynamics of difference in contemporary metropolises. In this context, the concept of "stranger" assumes a central role, as defining urban spaces necessarily entails defining who is considered a stranger.
The course combines theoretical analysis with reference to numerous empirical and case studies, introducing students to various academic debates that, from different angles and perspectives, have adopted this analytical approach.
The course combines theoretical analysis with reference to numerous empirical and case studies, introducing students to various academic debates that, from different angles and perspectives, have adopted this analytical approach.
Expected learning outcomes
At the end of the course, students will have developed a profound analytical capacity regarding migratory processes that give rise to major social divisions in contemporary societies, with a particular focus on the impact of territorialization of difference within urban spaces. This includes immigration policies, multicultural policies, recognition of cultural differences, processes of stigmatization and marginalization, as well as social actions and political efforts of resistance and participation by ethno-cultural minorities.
They will be able to creatively apply the knowledge acquired, becoming familiar with leading international scientific journals. Through individual and group exercises, they will put their communication skills (both oral and written) to the test, enhancing their ability to embark on an independent research and study path.
They will be able to creatively apply the knowledge acquired, becoming familiar with leading international scientific journals. Through individual and group exercises, they will put their communication skills (both oral and written) to the test, enhancing their ability to embark on an independent research and study path.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course is structured into two distinct modules.
In the first module, we will focus on the theoretical understanding of the implications of migration processes on perceptions of the "Other," with a particular emphasis on the concept of "race" and contemporary racisms. We will examine various forms of social diversity associated with migrant integration and analyze how different social institutions, such as the education system, the labor market, organizations, the family, the political system, the welfare state, media, and new technologies, contribute to perpetuating, modifying, or regulating differences and rights.
Additionally, we will critically review a series of selected readings that, starting from contemporary scientific debates on specific topics, illustrate the various research avenues that can emerge from this perspective, using research published in academic journals.
In the second module, of a monographic nature, we will apply this theoretical framework to the urban context. Specific attention will be given to the case of Milan's Chinatown, located in the ethnically marked district of Paolo Sarpi street. The program involves a deep dive into the concept of the territorialization of ethno-cultural difference in urban spaces: public spaces where everyday multiculturalism is created, as well as "parochial" spaces where difference takes shape through processes of social inclusion/exclusion, stigmatization, sharing, or hybridization.
In the first module, we will focus on the theoretical understanding of the implications of migration processes on perceptions of the "Other," with a particular emphasis on the concept of "race" and contemporary racisms. We will examine various forms of social diversity associated with migrant integration and analyze how different social institutions, such as the education system, the labor market, organizations, the family, the political system, the welfare state, media, and new technologies, contribute to perpetuating, modifying, or regulating differences and rights.
Additionally, we will critically review a series of selected readings that, starting from contemporary scientific debates on specific topics, illustrate the various research avenues that can emerge from this perspective, using research published in academic journals.
In the second module, of a monographic nature, we will apply this theoretical framework to the urban context. Specific attention will be given to the case of Milan's Chinatown, located in the ethnically marked district of Paolo Sarpi street. The program involves a deep dive into the concept of the territorialization of ethno-cultural difference in urban spaces: public spaces where everyday multiculturalism is created, as well as "parochial" spaces where difference takes shape through processes of social inclusion/exclusion, stigmatization, sharing, or hybridization.
Prerequisites for admission
Knowledge of sociological terminology acquired in a basic sociology course is necessary. A good familiarity with the English language is also required as many readings and course materials are in English.
Teaching methods
The course page on the Moodle platform will be the main reference point for attendees.
The course includes both traditional classroom lectures supported by slides and expert testimonies, as well as discussion sessions that involve active student participation.
Participants will be asked to creatively apply the concepts and perspectives learned from textbooks to real-world social phenomena described in news articles, in-depth essays, and materials provided by the teacher. Specifically, the course aims to acquaint students with academic production (e.g., journal articles) and the international scientific discourse. Attendance is not mandatory, but strongly recommended.
The course includes both traditional classroom lectures supported by slides and expert testimonies, as well as discussion sessions that involve active student participation.
Participants will be asked to creatively apply the concepts and perspectives learned from textbooks to real-world social phenomena described in news articles, in-depth essays, and materials provided by the teacher. Specifically, the course aims to acquaint students with academic production (e.g., journal articles) and the international scientific discourse. Attendance is not mandatory, but strongly recommended.
Teaching Resources
Required readings for both attendees and non-attendees:
1. Cancellieri, A. (2010). "Come sopravvivere alla differenza. Etnografia dei confini sociali in un condominio multiculturale", in Etnografia e ricerca qualitativa, 1, pp. 11-36.
2. Cancellieri, A. e Scandurra, G. (2012). Tracce urbane. Alla ricerca della città. Milano: Franco Angeli. ["Introduzione alla Parte II" (pp. 63-69) di Cancellieri; "Stigmatizzazione territoriale, stato di eccezione e quartieri multietnici: una riflessione critica a partire dal caso di Milano" (pp. 52-62) di Alfredo Alietti e "Farsi spazio. Come i giovani figli di immigrati costruiscono differenza e confini a Milano" (pp. 70-77) di Enzo Colombo]
3. Colombo, E. (2011). Le società multiculturali, seconda edizione. Roma: Carocci. [Capitolo 8]
4. Colombo, E. (2020). Sociologia delle relazioni interculturali. Roma: Carocci. [Capitoli 2, 3, 4, 5, 6]
5. Colombo, E. e Manzo, L.K.C. (2021). "Moglie e buoi da dove vuoi! Rappresentazioni giovanili dell'amore interculturale", in Polis, 2, pp. 183-208.
6. Frisina, A. (2014). Negoziare l'Alterita. Focus group e processi di significazione delle immagini tra giovani autoctoni/e e figli/e delle migrazioni in Veneto, in Rassegna italiana di sociologia, 3, 575-597
7. Goffman, E. (2010) Stigma, Roma: Ombre Corte. [Capitoli 1, 3]
8. Manocchi, M. (2014) Richiedenti asilo e rifugiati: processi di etichettamento e pratiche di resistenza, in Rassegna italiana di sociologia, 2, 386-406
9. Manzo, L.K.C. (2020). "Album di famiglia. Pratiche della memoria e forme di presentazione della coppia interculturale", in Ascari, P. (ed.), Oggetti contesi. Le cose nella migrazione, Milano: Mimesis "Eterotopie". ISBN: 9788857568607
10. Manzo, L.K.C. (2023). Gentrification and Diversity. Rebranding Milan's Chinatown. Cham: Springer.
11. Manzo L.K.C. (2021). "«If you break up with your family over love, you break up with everyone!». Intercultural couples and their «chosen» networks of support in Italy", in Etnografia e Ricerca Qualitativa, 2, pp. 321-345.
12. Rebughini, P. (2014) In un mondo pluralista. Grammatiche dell'interculturalità. Torino: UTET. [Capitoli 4, 5]
13. Romito, M. (2016). I consigli orientativi agli studenti di origine straniera. Un caso a parte?, in Rassegna italiana di sociologia, 1, pp. 31-54.
14. Waquant, L. (2016). Introduzione "Ghetto, Banlieue, Favela eccetera: strumenti per ripensare la marginalità avanzata, in I reietti della città: Ghetto, periferia, stato, Pisa: ETS, pp. 29-40.
1. Cancellieri, A. (2010). "Come sopravvivere alla differenza. Etnografia dei confini sociali in un condominio multiculturale", in Etnografia e ricerca qualitativa, 1, pp. 11-36.
2. Cancellieri, A. e Scandurra, G. (2012). Tracce urbane. Alla ricerca della città. Milano: Franco Angeli. ["Introduzione alla Parte II" (pp. 63-69) di Cancellieri; "Stigmatizzazione territoriale, stato di eccezione e quartieri multietnici: una riflessione critica a partire dal caso di Milano" (pp. 52-62) di Alfredo Alietti e "Farsi spazio. Come i giovani figli di immigrati costruiscono differenza e confini a Milano" (pp. 70-77) di Enzo Colombo]
3. Colombo, E. (2011). Le società multiculturali, seconda edizione. Roma: Carocci. [Capitolo 8]
4. Colombo, E. (2020). Sociologia delle relazioni interculturali. Roma: Carocci. [Capitoli 2, 3, 4, 5, 6]
5. Colombo, E. e Manzo, L.K.C. (2021). "Moglie e buoi da dove vuoi! Rappresentazioni giovanili dell'amore interculturale", in Polis, 2, pp. 183-208.
6. Frisina, A. (2014). Negoziare l'Alterita. Focus group e processi di significazione delle immagini tra giovani autoctoni/e e figli/e delle migrazioni in Veneto, in Rassegna italiana di sociologia, 3, 575-597
7. Goffman, E. (2010) Stigma, Roma: Ombre Corte. [Capitoli 1, 3]
8. Manocchi, M. (2014) Richiedenti asilo e rifugiati: processi di etichettamento e pratiche di resistenza, in Rassegna italiana di sociologia, 2, 386-406
9. Manzo, L.K.C. (2020). "Album di famiglia. Pratiche della memoria e forme di presentazione della coppia interculturale", in Ascari, P. (ed.), Oggetti contesi. Le cose nella migrazione, Milano: Mimesis "Eterotopie". ISBN: 9788857568607
10. Manzo, L.K.C. (2023). Gentrification and Diversity. Rebranding Milan's Chinatown. Cham: Springer.
11. Manzo L.K.C. (2021). "«If you break up with your family over love, you break up with everyone!». Intercultural couples and their «chosen» networks of support in Italy", in Etnografia e Ricerca Qualitativa, 2, pp. 321-345.
12. Rebughini, P. (2014) In un mondo pluralista. Grammatiche dell'interculturalità. Torino: UTET. [Capitoli 4, 5]
13. Romito, M. (2016). I consigli orientativi agli studenti di origine straniera. Un caso a parte?, in Rassegna italiana di sociologia, 1, pp. 31-54.
14. Waquant, L. (2016). Introduzione "Ghetto, Banlieue, Favela eccetera: strumenti per ripensare la marginalità avanzata, in I reietti della città: Ghetto, periferia, stato, Pisa: ETS, pp. 29-40.
Assessment methods and Criteria
The exam for NON-ATTENDEE students consists of a written test with open-ended responses (5/6 questions, lasting 1 hour and 20 minutes). The test will cover concepts, theoretical perspectives, areas of discussion, and empirical research presented in the texts indicated for exam preparation.
ATTENDEE students have the option to take an individual written test and participate in group exercises. Attendees can thus experience a small independent research path, following methods and criteria comparable to those required for the (future) thesis (identification of a sociologically investigable theme, retrieval of bibliographic sources on Google Scholar or similar platforms, writing a text with appropriate citation criteria, etc.). The final grade for attendee students is determined based on the weighted average of the grades obtained in the various components of the exam:
· individual paper on a topic to be agreed upon with the instructor, addressing the themes covered in class (60% of the grade) to be uploaded via Moodle;
· group oral presentation on a specific topic assigned during the course (20% of the grade);
· group discussion (assuming the role of a discussant) of two different group presentations by fellow classmates (20% of the grade).
Students are evaluated on their level of knowledge of the content presented during the course, their competence in using specialized terminology, and the quality and clarity of their presentation. The autonomy of judgment is assessed in relation to how students demonstrate their ability to connect topics across the curriculum and place them within the broader current sociological debate.
ATTENDEE students have the option to take an individual written test and participate in group exercises. Attendees can thus experience a small independent research path, following methods and criteria comparable to those required for the (future) thesis (identification of a sociologically investigable theme, retrieval of bibliographic sources on Google Scholar or similar platforms, writing a text with appropriate citation criteria, etc.). The final grade for attendee students is determined based on the weighted average of the grades obtained in the various components of the exam:
· individual paper on a topic to be agreed upon with the instructor, addressing the themes covered in class (60% of the grade) to be uploaded via Moodle;
· group oral presentation on a specific topic assigned during the course (20% of the grade);
· group discussion (assuming the role of a discussant) of two different group presentations by fellow classmates (20% of the grade).
Students are evaluated on their level of knowledge of the content presented during the course, their competence in using specialized terminology, and the quality and clarity of their presentation. The autonomy of judgment is assessed in relation to how students demonstrate their ability to connect topics across the curriculum and place them within the broader current sociological debate.
SPS/10 - URBAN AND ENVIRONMENTAL SOCIOLOGY - University credits: 6
Lessons: 40 hours
Professor:
Manzo Lidia Katia Consiglia
Educational website(s)
Professor(s)
Reception:
Tuesday from 10:00 to 13:00, by email appointment only
Floor 1 | Room 1048 (Sesto)