Corso di laurea: Global Politics and Euro-Mediterranean Relations Programmazione per l'A.A. 2021/2022

Alcuni discorsi importanti da politici del 20/21° secolo: Tony Benn, Martin Luther King, Malcolm X, Winston Churchill, Theresa May. Studio del contesto sociale dei vari interventi e l'applicazione della metodologia critica.

Martin Luther King: I have a dream
Winston Churchill: Their Finest hour
Malcolm X: The ballot or the bullet
Theresa May: Brexit address
Tony Benn: The miners' strike

A Brief History of Economic Development and introduction to Sustainable Development


The age of modern growth
Why some countries developed
Present inequalities
Limits to growth and Planet Boundaries
Climate Change
Millennium Development Goals (MDGs), Sustainable Sevelopment Goals (SDGs)


A Brief History of Development Aid


Evolution
Aid and its discontents
Actors in development Aid: Governments, Non-governmental Organizations, Foundations, private sector


Migration and Economic Development


Highlights, facts
Remittances
Regional corridors
Push and pull factors
Migration hump
Migration bands
Impact of remittances and migration on the economy of sending and receiving countries
Political issues in Migration


Migrants’ Integration Issues, Co-development (how to promote migrants' role in the development of their countries of origin)


Origin of the concept



The Migration for Development Programme of the International Organization for Development
Trés por Uno (Mexico experience)
The Italian experience, MIDA (Migration for Development Africa)


Circular and Return Migration: an Introduction


Concepts
Seasonal schemes


Co-development: case studies


How to diminish the cost of sending money home
Financial inclusion and education,
The importance of communication on migration issues at home and in the receiving countries
Community projects, migrants as entrepreneurs at home


Circular migration: OECD National experiences in promoting circular, return migration, seasonal/temporary migration schemes


Canada
USA
Netherlands
Denmark
Australia
New Zealand
France
Spain
Italy
Germany


Summing up: Issues on Migrationat Country level


Country studies:
Issues (land, credit, etc)


Environmental migration:Causes of environmental migration,institutional and legal issues


Environmental issues and Environmental Migration in the Mediterranean and Middle East Region
Environmental issues and Environmental Migration in Africa
Environmental issues and Environmental Migration in the Asia-Pacific region
Environmental issues and Environmental Migration in Latin America
Definition of climate-environmental refugee (Geneva Convention, etc). Number of displaced people. Is there protection of environmental migrants- displaced persons? Issues and examples


Social remittances


Definition
Issues
Examples


Readmissions Agreements (voluntary return, forced return , development aid packages to promote return)


Main issues
European policies
Examples of Readmissions Agreements
Political/economic/financial issues


Trafficking and smuggling of people


Main issues
European policies
The economics of trafficking and smuggling
Political issues


Environmental and Economic Migration and the Theories of International relations: Realism, Liberal Institutionalism and Constructivism.


The Migration Compact andThe Refugee Compact
Interpretation of the Compacts according to the Realists Theory of International Relations
Interpretation according to the Institutional Theory
Interpretation according to the Constructivist Theory


International Action on Migration:


La Valletta - EU Trust Fund for Africa
Migration Compact implementation actions


Actors in Migration:


IOM
UNHCR
UNODC
IFAD
WB
Medecins Sans frontiers
Oxfam
Other International non Governmental Organizations
FAO
Other


How to get a job in Humanitarian aid?


Should one study International Development, Public Health, Environmental studies, or Political Science, Media, Languages, etc?
An illustration of the myriad of careers and specialism available within the sector and of the pros and cons of each option


Career developmentWork in a UN Organization:


Type of jobs:

Resource mobilization (with public sector)
Resource mobilization (individual)
Partnerships with private sector, Corporate Social Responsibility
Professional skills required


Practical examples of work, students analysis of partnerships with corporations, screening of potential private sector partners for a UN organization, national and international NGOs
Readings:


Agreements between UN and corporations, INGO, NGOs, will be provided for students’ analysis

Career development


Interviews simulations with students

Readings- Mandatory From the web:


World Migration Report IOM 2018-19 Capitoli specifici verranno indicati. Scaricabile dal sito della International Organization for Migration


Mandatory, to be distributed


Migration and Development, Hot Topics and Recommendations for National and International Action, Manola Sorg, GLOPEM 2017
Co-managing Economic Migration Flows and Promoting the Investment of Remittances for Development - Policy Tools Available to Development Agencies, European Institutions, Governments Maurizio Malogioglio, GLOPEM 2018
Is migration a threat or an opportunity for both origin and destination countries?GLOPEM 2018
Policies to harness the potential of economic migration, Maurizio Malogioglio, GLOPEM 2019


Additional readings, Not mandatory, but useful for deeper understanding


World Migration Report 2015-2016-2017. Can be downloaded from the site of the International Organization for Migration
Martin: The Global Challenge of Managing Migration, 2013.
STUDY THE IMPACTS OF REMITTANCES ON DEVELOPING COUNTRIES, DIRECTORATE-GENERAL FOR EXTERNAL POLICIES OF THE UNION, DIRECTORATE B POLICY DEPARTMENT


Final examination:


Short paper 3-5 pages, by all students on main implementation issues in selected Readmission Agreements (political, economic, etc). Students choose one or two.
Short Paper 2-3 pages, by all students on Debate in Europe on economic migrants’ quotas, foreign labor needs (political, economic, practical, etc)

Obiettivo del corso è di illustrare i meccanismi istituzionali del Diritto internazionale per la tutela dei diritti umani, a livello sia universale sia regionale. La metodologia del corso è basata sull'utilizzo delle fonti giuridiche, vincolanti e non vincolanti, nonché sulle pronunce degli organi internazionali giurisdizionali. Viene anche effettuata un'analisi comparativa tra sistemi regionali differenti e tra singoli diritti tutelati al loro interno.

1) R. K. M. SMITH, International Human Rights Law, 8th ed., Oxford University Press, 2018: pp. 86-181(Chapters 6 to 10); pp. 195-218 (Chapter 12)

2) A. HUNEEUS and M. R. MADSEN, Between universalism and regional law and politics: A comparative history of the American, European, and African human rights systems, in International Journal of Constitutional Law, Vol. 16, No. 1, 2018, pp. 136-160

3) B. ÇALI, M. R. MADSEN and F. VILJOEN, Comparative regional human rights regimes: Defining a research agenda, in iCourts Working Paper Series, No. 115, 2018, pp. 1-14

4) W. J. JONES, Human rights treaty ratification behavior: An ASEAN way of creating regional standards, in Journal of Global Analysis, Vol. 7, No. 1, January 2017, pp. 9-29

Le fonti del diritto internazionale dei diritti umani: consuetudine internazionale e norme di jus cogens, trattati, atti di organizzazioni internazionali e soft law. Coordinamento tra le diverse fonti internazionali e il loro rapporto con gli ordinamenti statali. L'interpretazione delle norme internazionali in materia di diritti umani, con particolare riferimento ai trattati.
Sfera soggettiva di applicazione delle norme internazionali in materia di diritti umani: soggetti destinatari e soggetti beneficiari di tali norme.
Il sistema di protezione dei diritti umani dell’O.N.U., principalmente la Dichiarazione universale dei diritti dell’uomo del 1948 e i Patti sui diritti civili e politici e sui diritti economici, sociali e culturali del 1966.
Gli orientamenti giurisprudenziali più significativi su alcuni diritti umani, quali il diritto alla vita e la pena di morte, il divieto di tortura e di trattamenti crudeli e inumani, la libertà di pensiero, di coscienza e di religione e la libertà di espressione.
Meccanismi di controllo e strumenti di garanzia del diritto internazionale dei diritti umani.

SHELTON D. L., Advanced Introduction to International Human Rights Law, Cheltenham-Northampton, 2020 oppure
PUSTORINO P., Introduction to International Human Rights Law, 2022 (in corso di pubblicazione).

The French Language course aims at developing general French language skills and at providing a good level of knowledge in Francophone culture from a geographical and political point of view. Studying French will give the students an appreciation of the global diversity of the French speaking world and help them cultivate a critical approach to information.

In recent years, humanitarian interventions have gained a high attention in global politics and Euro-Mediterranean relations. Humanitarian personnel - lawyers, doctors, social workers, activists, etc. - striving for human rights, public health, and the security of civilians in endangered environments are more and more involved in a massive institutional apparatus, with an array of funding mechanisms and transnational intervention logics. Humanitarianism, however, has existed for centuries before formally arising in the first half of the 20th century, and has crossed into various ethical, political, and cultural frontiers and problematics.

This course contributes to the understanding of humanitarian governance, offering an introduction to anthropological theories that analyze the socio-cultural stakes of humanitarian aid. It will focus on the concept of “humanitarianism” to analyze the transformations of the intervention logics and “need-to-help” reasons in the field of international cooperation in response to humanitarian crises at global level, and in the Mediterranean area more specifically.

Students will be asked to read and discuss ethnographic case studies in different regional contexts (from disaster relief in Haiti and the Indian Ocean tsunami to post-war military interventions in the Balkans) which focus on diverse fields of humanitarian intervention: migrations and forced displacement, environmental crises and natural disasters, human-rights violation, and the care and housing of internally displaced persons (IDPs). Particular attention will be given to the ways in which different notions of vulnerability, emergency, aid, relief, recovery, justice are mobilized in these fields, both in practices and discourses, in order to consider the fundamental anthropological and power-related implications of humanitarian work.



The course will give the ability to:


Understand from an actor-oriented perspective the historical transformations of the “humanitarian reason” under the pressures of forced displacement, climate change, economic and health crises;
Familiarize with the deep lens of ethnography to examine case studies, intervention projects and policy documents from the viewpoints of those displaced and distressed, as well of those who intervene and intermediate in the disbursement of aid;
Critically discern the ways in which different actors in the humanitarian sector (e.g. INGOs, NGOs, Human Rights’ Activism organizations, etc.) identify global problems and local imperatives, discussing their “cultural” and “moral” presumptions;
Examine, understand and interpret humanitarian policies and practices that address human rights-violation, post-disaster reconstruction and the refugees’ crisis from a cultural and gender-sensitive perspective;
Identify the unbalance of power - both linked to global and local dynamics - which structures, and eventually hinders, the encounter between target populations, humanitarian institutions and local authorities.
Envision new possible spaces for political and social scientists in humanitarian interventions, inside and outside the current regulatory frames, not only as consultants, administrators, or as direct providers of humanitarian assistance, but also as international witnesses and alternative public voices.

Feldman, Ilana, and Miriam Iris Ticktin, eds. 2010. In the Name of Humanity: The Government of Threat and Care. Durham [NC]: Duke University Press.

[Other reading materials (short papers and book chapters) will be available on Studium]

Il corso mira a fornire le basi analitiche e metodologiche per interpretare le caratteristiche, gli obiettivi e i risultati prodotti dalle politiche sociali. Il corso inizialmente introduce i concetti fondamentali e gli approcci utilizzati in materia di politica sociale e progressivamente offre strumenti e metodi per l’analisi comparata nei vari settori d’intervento “sociale”. Il corso vuole offrire una prospettiva di analisi in materia di politica sociale che tenga conto degli assetti organizzativi, del ruolo della street-level bureaucracy e della cultura giuridica nella comparazione tra i vari interventi di politica sociale. Infine, il corso mira a esplicitare il ruolo del diritto nella erogazione di prestazioni socioassistenziali e formulare ipotesi per la sua ricostruzione ed analisi nei vari sistemi di welfare.

Baldock et al.Social Policy, Oxford UniversityPress, 2012 chap. 1.3.17.18.20;
L.Bifulco,Social Policies ancd Public Action,Routlledge2017, Chapter 10 “Back to the Social”pp. 139-149
Lipsky M.,Street level bureaucracy, “Introduction” pp. 1-10
LadeurK-H., «Thepost-modernadministrativelaw» inLaw, Legal culture and Society,Routledge2019 pp.156-170.
Baglioni S., Sinclair S "Social Innovation and Social Policy" (eds) Policy Press, 2018pp. 35- 61

The course will examine the main features of the sociological analysis of economic phenomena and of the main differences in the organization of the capitalist system between convergence and diversity through the conceptual and analytical categories of economic sociology and in particular of comparative political economy. Moreover, the course aims at providing students with the theoretical and methodological basis for the analysis of labour policies (models, features, objectives, effects).

The perspective of Economic Sociology

The main differences in the organization of the capitalist system

Notions, indicators, data sources, etc. of labour market and policies

Occupational models and welfare regimes in transition





The European Employment Strategy and “flexicurity

Trigilia, Economic Sociology, Routledge, 2002.





Crouch, Capitalist diversity and change, Oxford UP, 2005.





Hancke, Debating Varieties of Capitalism, Oxford UP, 2009.





Berton, Richiardi, Sacchi, The Political Economy of WorkSecurity and Flexibility, Chicago U.P., 2012.





Clasen, Clegg, Regulating the Risk of Unemployment, Oxford University Press, 2013.





De Beer, Schils, The Labour Market Triangle, Edward Elgar, 2009

Nell'ambito dei processi di globalizzazione e di crescente interdipendenza tra stato, società e mercato, questo insegnamento consentirà allo studente di comprendere il percorso storico evolutivo che ha segnato il passaggio dai concetti di legge naturale e diritto naturale a quello più specificatamente universale di diritti umani. Gli studenti saranno in grado di individuare continuità e mutamenti relativi ai dibattiti e alle rivendicazioni in particolare sui cosiddetti diritti di prima e seconda generazione e cioè sui diritti politici e sociali comparsi e affermatisi in una sfera temporale che abbraccia l'età moderna e contemporanea. Esplorando le modalità con cui tali diritti siano stati storicamente affermati, negati, giustificati, difesi e disattesi, l'obiettivo ultimo è quello di riuscire ad applicare le varie teorie e interpretazioni studiate a problemi concreti della politica globale tra cui il rapporto tra diritti umani e democrazia. Al termine di questo corso gli studenti avranno acquisito una comprensione e una prospettiva di analisi critica sulla storia delle rivendicazioni dei diritti umani che consentirà loro di poter meglio comprendere le influenze del passato che hanno contribuito all'elaborazione di documenti sui diritti umani redatti in epoche più recenti.

Maurice Cranston,Are there any Human Rights?Daedalus, vol. 112, n.4, Human Rights, 1983.
Lynn Hunt,Inventing Human Rights - A History, W W Norton &Co, 2008.
Lynn Hunt,The French Revolution and Human Rights,Bedford Books of St. Martin's Press, 1996.
Leonard Krieger, Kant and the Crisis of Natural law, Journal of the History of Ideas, University of Pennsylvania Press, 1965.
Stephen P. Marks,From the "single confused page" to the "Decalogue for six billion persons": The Roots of the UDHR in the French Revolution, Human Rights Quarterly,1998.
Samuel Moyn,The Last Utopia - Human Rights in History,Harward University Press, 2012 (paperback edition)
John B. Noone, Rousseau's Theory of Natural Law as a Conditional, Journal of the History of Ideas, 1972.
Brian Tierney, Natural Law and Natural Rights: Old problems and recent Approaches, pubblished on line by Cambridge University Press, 2009.
Richard Tuck,Natural Rights Theories : Their Origin and Development, Cambridge University Press, 1981.
Mark Tunik,John Locke and the Right to bear arms,History of Political Thought, 2014.

The course offers a geographical perspective on globalization and provides an exploration of its spatial impacts. Particular emphasis will be given to the impacts of globalization on urban areas being the city the principal site through which globalization occurs. This is reflected in the various social, economic, and political changes that have not only added emphasis to the dynamics of cities, but have also multiplied the contradictions and tensions underlying urban development.



Specifically, the course aims at pursuing the following learning objectives:


Acquiring knowledge: the students will acquire theoretical-methodological skills in the field of urban geography to interpret and deconstruct global forces occurring in urban contexts;
Making judgments: the students will be able to critically evaluate the complex tangle of global/local forces occurring in cities;
Developing Communication skills: the students will be able to transfer to others, with a full command of technical language, information and assessments about the relationship between cities and globalization;
Learning skills: at the end of the course students will have gained the necessary knowledge to deepen and integrate theoretical concepts with practical skills for a critical analysis of globalization dynamics that influence and/or emerge from urban contexts.

Text n. 1 Rossi U., Vanolo A.,Urban Political Geography. A Global Perspective. London: Sage.

A selection of scientific and newspaper articles will be provided through Studium platform.

The course will provide students with the tools and the coordinates to reconstruct thehistorical roots of contemporary reality, through a comparative perspective and thanksto Global history approach. Because of the integrated look at the processes oftransformation on an international and transnational scale, this discipline is able to offera multifaceted and complex portrait of the world in transition.The course will be organized into three parts:1. The first part will have an introductory and methodological nature. Students will beguided to discover methods, contents and approach of the Global history, as well as itsdevelopment and main areas of application.What does Global history represent today? What is the difference between thisdiscipline and the other historiographical approaches? What can the discipline offerscholars, and especially students of global politics and international relations? Whereand how is this discipline practiced, and with what results? These are the questions thatthe course will answer, through the analysis of some salient aspects of the discipline. Inparticular, the lessons will focus on the following topics:- World history, Global history and the history of globalization;- The lexicon of Global history;- Space in Global history;- Time in Global history;- Global history: approaches, theories and paradigms;- Development of the discipline since the 1990s;- Disputes and critical issues;- Fields and themes of Global history:2. The second part of the course will analyze the complex forces and the processes thatdrove global change between the 19th and 21th centuries. Students will analyze theconstruction of nation states and empires in comparative perspective, as well as the migratory phenomena, the history of social and political movements, the relationships between human beings and nature and gender relations. Why are some Countries rich and others poor? What is meant by ‘Great divergence’? What factors allowed Europe first – and then North America – to make the great leap towards industrialization and social development? For what reasons do these decades see the emergence of Countries (such as India, China, BRICS) that are reshaping the world geography of wealth? Does the map of economic development coincide with that of political, social and cultural development? What trajectories has the affirmation of human rights followed? What obstacles have they encountered? To what extent have the contaminations between different geographical areas (migrations, network) influenced the scientific and cultural climate? The course will answer these questions by adopting a global reading perspective. The lessons will focus on the following themes:- The emergence of the West and the extension of the industrialization process;- Imperial sistem and nation-states;- The change in international hegemony between the 19th and 21th centuries;- Late development: the case of Russia and Japan;- Expansion, Crisis and Renewal: the British Empire in the perspective of Globalhistory;- The affirmation of the “Asian tigers” and the emergence of China;- Networks and Migrations;- Citizenship, Rights, Gender;- Nature, Environment, Resources;- Sciences, Religion, Arts.With reference to this part of the course, students will use course lecture notes providedby the professor, with a collection of essays and chapters taken from the most importantcontributions relating to Global history.3. The third part of the course includes the more active participation of students. Thanksto the theoretical and methodological tools previously acquired, students will be guidedin the preparation of a research (individually, or in working groups) concerning one ofthe topics covered during the course. The presentation of the research will be an integralpart of the final evaluation, and and it will be accompanied by an oral exam on the otherparts of the program

Sebastian Conrad, What is Global History?, Princeton University PressCourse notes by teacher available on Studium