VIADRINA SUMMER PROGRAM 2016 Understanding … · VIADRINA SUMMER PROGRAM 2016 Understanding...

VIADRINA SUMMER PROGRAM 2016 Understanding Borders, Security & Identity June 1 – July 15, 2016

SYLLABUS1

Intercultural Management Training ........................................................................................................ 2

Introduction to Optimization Systems .................................................................................................... 4

Rethinking Migration: An Approach from Critical Border Theory ........................................................... 6

EU border security – a key challenge to its normative identity? ............................................................ 9

Responsibility in EU Migration Policy .................................................................................................... 13

European Environmental Politics .......................................................................................................... 16

The Comprehensive Notion of European Security ................................................................................ 21

1 This syllabus overview has been last updated on January 25, 2016. All information is subject to change.

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Natalie Senf

INTERCULTURAL MANAGEMENT TRAINING ………………………………………….......

Natalie Senf Email: [email protected] Office: HG, Room 023

Office hour: on appointment, via mail

COURSE DESCRIPTION

The aim of the seminar is to raise awareness for potential problems of intercultural management and to provide options for solving them. In a highly interactive format, students will be enabled to experience critical intercultural situations through the use of simulations, case studies and group exercises. This helps to not only understand issues of intercultural management, but to actually feel them. After every exercise, the experiences will be discussed and analyzed on a theoretical level, generating long-lasting insights through self-reflection. ASSIGNMENTS

Intercultural Keyword: Poster presentation Every participant is assigned one keyword relevant to the field of intercultural management. The task is to research the keyword and its meaning and relevance within the field and to prepare a poster, which is supposed to both informative and vivid. The poster will be due before the seminar. During the seminar, every participant is supposed to present his/her poster, giving a 5-minute ad hoc presentation of his/her keyword. The presentation is supposed to be fluent, held freely and be well structured. Intercultural Case Study: Written assignment After the seminar, the participants will be handed a case study showing an intercultural problem. The task is to describe and analyze the problem referring to concepts of intercultural management discussed in the seminar (max. 1500 words) and to present theory-based and practical recommendations for solving the problem (max. 500 words). GRADING

The final course grade will be calculated as follows: Poster: 25% Ad hoc presentation: 25% Case study: 50% Total: 100% PLAGIARISM & ACADEMIC MISCONDUCT

It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also

mailto:[email protected]

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information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.2 Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University. SCHEDULE

The course will be held as a compact 3-day seminar.

Day 1 Introductory session & seminar preparation

Day 2

Welcome

Vernissage

Barnga

Albatross

Movie Analysis

Day 3

Cultural incidents

BaFa BaFa

Feedback and good-bye

COURSE READINGS

Hofstede, Geert (1983). "Culture's Consequences: International Differences in Work-Related Values". Administrative Science Quarterly 28 (4): 625–629.

Adler, N. J. (1983). A typology of management studies involving culture. Journal of International Business Studies, 14(2), 29-47.

Adler, N. J., & Bartholomew, S. (1992). Managing globally competent people. The Executive, 6(3), 52-65.

Hofstede, G. (1994). The business of international business is culture. International Business Review, 3(1), 1-14.

Hofstede, G., & Bond, M. H. (1988). The confucius connection: From cultural roots to economic growth. Organizational Dynamics, 16(4), 5-21.

2 See Harvard Plagiarism Policy: http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page355322 (last accessed: 12.01.2016).

http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page355322

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Prof. Dr. Achim Koberstein

INTRODUCTION TO OPTIMIZATION SYSTEMS

………………………………………….......

Prof. Dr. Achim Koberstein

Email: [email protected]

Office: HG 043

Office hour: By appointment. Prior registration by email outlining topic of discussion for meeting

necessary.

COURSE DESCRIPTION

The participants learn to model and analyze complex decision situations in business organizations.

They acquire the capability to apply special modelling techniques and select appropriate solution

methods to solve the models and investigate the generated solutions. Furthermore, they will get to

know basic architectures of model based optimization system and state-of-the-art modelling and

solver software building the core parts of such systems.

Based on quantitative models from the field of applied mathematical optimization this module conveys

the core technologies in the field of model based optimization systems and prescriptive analytics.

ASSIGNMENTS

Lecture & Tutorial: Lectures are accompanied by tutorials and homework assignment. As a student,

you are expected to solve the exercises given as assignment by yourself, often using a computer. The

PC pools are available in the seminar building August-Bebel-Straße 12. You may also use your own PC

if you have one.

Methods and duration of examination: Successful written exam (120 min)

Prerequisites: completed basic studies (until and including the 3rd semester), good knowledge and

serious interest in quantitative methods

Workload and its composition (self-study, contact time): Contact time (lecture, tutorials etc.) 45 h;

self-study: 135 h

Registration in Moodle Viadrina required.

GRADING

100 % written Exam

10% homework assignment (can be used to gain bonus credits)


http://moodle.europa-uni.de/

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PLAGIARISM & ACADEMIC MISCONDUCT

It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.3 Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE

Introduction to Optimization Systems

Session 1: Linear Models and Optimization

Session 2: Solution Software and Modeling Languages

Session 3: Solution Software and Modeling Languages

Session 4: Mixed-integer Linear Models and Optimization

Session 5: Solution Methods for LPs and MIPs

Session 6: Special MIP-Models

COURSE READINGS

• Suhl, Mellouli: Optimierungssysteme, Springer, 2006 (in German).

• Williams: Model Building in Mathematical Programming, John Wiley and Sohns, 1999.

• Kallrath, Wilson: Business Optimization using Mathematical Programming, Macmillan Press, 1997.

Heipke: Applications of optimization with Xpress-MP, Dash Optimization Ltd., 2000.



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Prof. Dr. Werner Schiffauer

RETHINKING MIGRATION: AN APPROACH FROM CRITICAL BORDER

THEORY ………………………………………….......

Prof. Dr. Werner Schiffauer


Office: HG, Room 249

Office hour: on appointment

COURSE DESCRIPTION

In the course I will systematically relate border theory to migration theory. We start by exploring the

border paradox: Borders are both arbitrarily drawn and can therefore always be challenged. At the

same time they are at easily naturalized and essentialized. They are simultaneously extremely

vulnerable and extremely persistent. I will ask what this paradox implies for the migratory experience

for which border crossing and border management are central. I will also ask how immigrant societies

conceptualize migration as a violation of borders and react to this by redrawing borders within the

nation state and by reinforcing them (i.e. though securitization).

ASSIGNEMENT

active participation in class

1 presentation (10 – 15 minutes)

2 essays (each 6 pages in length)*

*Deadline for essays to be turned in is July 20, 2016.

GRADING

presentation (20% of final grade)

2 essays (80% of final grade


It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.4




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Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE

Session 1a

Border Theory: An Introduction

Werner Schiffauer (coordinator).2011. B/Orders in Motion. Initial Proposal for a Cluster of Excellence. Europa Universität Viadrina, Frankfurt/Oder. 7-28

Session 1b

Flight and the Social Organization of Human Rights

Arendt, Hannah. “The Decline of the Nation-State and the End of the Rights of Man.” Origins of Totalitarianism. New York: Meridian, 1958. 267-302.

Session 2a

Humanitarianism: Governing the excluded

Fassin, D. (2012). Ambivalent Hospitality. Governing the Unwanted. Humanitarian Reason. A moral history of the Present. D. Fassin. Berkeley, Los Angeles, London, University of Californai Press: 133-160.

Session 2b

Beyond Humanitarianism: Shifting the boundaries of the Political

Nyers, P. (2010). "No one is illegal between City and Nation." Studies in Social Justice 4(2): 127-143.

Session 3a

The challenge of border crossing: Calculating benefits and risks

Kindler, M. (2011). A Risky Business. Ukrainian Migrant Women in Warsaw's Domestic Work Sector. Amsterdam, Amsterdam University Press. 63-103

Session 3b

Benefitting from Borders: Transnational Strategies of status management

Nieswand, B. (2011). Theorising Transnational Migration. The Status Paradox of Migration. New York and London, Routledge. 124-150

Session 4a

Cross border identities Clifford, J. (1994) Diasporas. Cultural Anthropology, 9, 302-338.

Session 4b

Border configurations within Immigration Countries

Hüttermann, J. (2011). On the Sociogenesis of a culturalized immigration society ( Pdf will be provided)

Session 5a

Governing the Non-nationals: Tolerance and the logic of border drawing

Brown, W. (2006). Regulating Aversion. Princeton, Princeton UP. 1-24 Schiffauer, W. 2013 Logics of Toleration. Outline for a Comparative Approach of the Study of Tolerance. In: Dobernack, Jan / Modood, Tariq: Tolerance, Intolerance and Respect. Hart to Accept?. Hampshire / New York. Palgarave Macmillan. S. 103-126.

Session 5b

Beyond borders: Migration, Postmigration and religion

Schiffauer, W. (2013). Global Prayers Migration, Post Migration Global Prayers. Contemporary Manifestations of the Religious in the City. Edited by Jochen Becker, Katrin Klingan,

https://www.kuwi.europa-uni.de/de/lehrstuhl/vs/anthro/inhaber/publikationen/publikonline/SCHIFFAUER_The-Logics-of-Toleration_-Outline-for-a-Comparative-Approach-to-the-Study-of-Tolerance-_103-126_.pdf

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Stephan Lanz, Kathrin Wildner. Lars Müller Publishers. S. 49-63

Session 6a

Securitization and the strengthening of borders

Bigo, D. (2002) Security and Immigration: Toward a Critique of the Governmentality of Unease. Alternatives, 27, 63 - 92. Schiffauer, W. 2008. Suspect Subjects: Muslim Migrants and the Security Agencies in Germany. The Social Life of Anti-Terrorism Laws. The War on Terror and the Classification of the "Dangerous Other"J. M. Eckert. Bielefeld, transcript: 55-78.

Session 6b

Summing up: Border theory and migration theory

COURSE READINGS

Arendt, Hannah. “The Decline of the Nation-State and the End of the Rights of Man.” Origins of

Totalitarianism. New York: Meridian, 1958. 267-302.

Bigo, D. (2002) Security and Immigration: Toward a Critique of the Governmentality of Unease.

Alternatives, 27, 63 - 92.

Brown, W. (2006). Regulating Aversion. Princeton, Princeton UP. 1-24.

Clifford, J. (1994) Diasporas. Cultural Anthropology, 9, 302-338.

Fassin, D. (2012). Ambivalent Hospitality. Governing the Unwanted. Humanitarian Reason. A moral

history of the Present. D. Fassin. Berkeley, Los Angeles, London, University of Californai Press: 133-160.

Hüttermann, J. (2011). On the Sociogenesis of a culturalized immigration society ( Pdf will be provided).

Kindler, M. (2011). A Risky Business. Ukrainian Migrant Women in Warsaw's Domestic Work Sector.

Amsterdam, Amsterdam University Press. 63-103.

Nieswand, B. (2011). Theorising Transnational Migration. The Status Paradox of Migration. New York

and London, Routledge. 124-150.

Nyers, P. (2010). "No one is illegal between City and Nation." Studies in Social Justice 4(2): 127-143.

Schiffauer, W. 2008. Suspect Subjects: Muslim Migrants and the Security Agencies in Germany. The

Social Life of Anti-Terrorism Laws. The War on Terror and the Classification of the "Dangerous Other"J.

M. Eckert. Bielefeld, transcript: 55-78.

Schiffauer, W. 2013 Logics of Toleration. Outline for a Comparative Approach of the Study of Tolerance.

In: Dobernack, Jan / Modood, Tariq: Tolerance, Intolerance and Respect. Hart to Accept?. Hampshire

/ New York. Palgarave Macmillan. S. 103-126.

Schiffauer, W. (2013). Global Prayers Migration, Post Migration Global Prayers. Contemporary

Manifestations of the Religious in the City. Edited by Jochen Becker, Katrin Klingan, Stephan Lanz,

Kathrin Wildner. Lars Müller Publishers. S. 49-63.

https://www.kuwi.europa-uni.de/de/lehrstuhl/vs/anthro/inhaber/publikationen/publikonline/SCHIFFAUER_The-Logics-of-Toleration_-Outline-for-a-Comparative-Approach-to-the-Study-of-Tolerance-_103-126_.pdf

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Dr. Raphael Bossong

EU BORDER SECURITY – A KEY CHALLENGE TO ITS NORMATIVE

IDENTITY? ………………………………………….......

Dr. Raphael Bossong E-mail: [email protected] Office: Logenstraße 12, first floor, Room 110 Office hour: Mondays, 1 – 2 p.m.

COURSE DESCRIPTION The course addresses and contextualizes one of the most pressing challenges in contemporary Europe, namely how to respond to persistent migration. Most Western liberal states are troubled by the tensions between, on the one hand, human rights protection, respect for international law on refugee protection and economic openness and, on the other hand, pressures to limit immigration due to concerns about national identity, absorption capacities of welfare or education systems and labour markets. However, the EU experiences particularly deep tensions in this respect, as its very raison d´être revolves around the erosion of borders, whereas it is also easily used as a scapegoat by right-wing populists with regard to possible negative consequences of migration. In fact, the EU integration process and the question of “European solidarity” may have reached a critical turning point over the issue of border security. This obstructs the pressing requirements of limiting human suffering and fatalities that occur both at the edges and within the territory of the EU. Overall, the course aims to provide a rich and complex picture of the normative and political dilemmas the EU faces in this area, going beyond a straightforward “critique” of the so-called “Fortress Europe”. From a disciplinary perspective, the course focuses on social, political and institutional dynamics – rather than legal norms - that shape contemporary practices of border control. Familiarity with the main institutional structures and actors of the EU will be assumed. Due the extremely rapid developments in this field, several listed readings may well change and considerable time will be given to current policy debates. ASSIGNEMENT




*Deadline for essays to be turned in is July 31, 2016.

GRADING


2 essays (80% of final grade


It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great


10

care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.5 Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE

Session Topic Readings

1 Long-term trends of EU border security

Guild, E. and D. Bigo (2010). The Transformation of European Border Controls. Extraterritorial Immigration Control: Legal Challenges. B. Ryan and V. Mitsilegas. Leiden, Brill: 257-280

2 Contemporary regimes of selective mobility

Turner, B. S. (2007). "The Enclave Society: Towards a Sociology of Immobility." European Journal of Social Theory 10(2): 287-304.

3 Technology, risk management and border security

Chalfin, B. (2012). Border Security as a late Capitalist Fix. A Companion to Border Studies. T. Wilson and H. Donnan. Malden, Blackwell: 283-30

4 Is there such a thing as a common EU border security and migration policy?

Parkes, R. (2015). Borders. EU institutions fail to reconcile their agendas despite communitarisation. Policy Change in the Area of Freedom, Security and Justice. How EU institutions matter. F. Trauner and A. Ripoll Servent. London, Routledge: 52-71.

5 EU migration and border policy – better than its reputation?

Zaun, N. (2015). "Why EU asylum standards exceed the lowest common denominator: the role of regulatory expertise in EU decision-making." Journal of European Public Policy(ahead-of-print): 1-19.

6 The problem of burden-sharing Thielemann, E. and C. Armstrong (2013). "Understanding European asylum cooperation under the Schengen/Dublin system: a public goods framework." European Security 22(2): 148-164.



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7 Other security risks and border security

Leonard, S. (2015). "Border Controls as a Dimension of the European Union's Counter-Terrorism Policy: A Critical Assessment." Intelligence and National Security 30(2-3): 306-332.

8 Schengen – crisis and resilience Zaiotti, R. (2013). "The Italo-French Row over Schengen, Critical Junctures, and the Future of Europe's Border Regime." Journal of Borderlands Studies 28(3): 337-354.

9 FRONTEX - another ambiguous player in EU border security

Neal, A. W. (2009). "Securitization and risk at the EU border: the origins of FRONTEX*." JCMS: Journal of Common Market Studies 47(2): 333-356.

10 EU databases, technologies and systems for border security

Andersson, R. (2015). "Hardwiring the frontier? The politics of security technology in Europe’s ‘fight against illegal migration’." Security Dialogue: 0967010615606044.

11 Border control beyond the EU Bialasiewicz, L. (2012). "Off-shoring and Out-sourcing the Borders of EUrope: Libya and EU Border Work in the Mediterranean." Geopolitics 17(4): 843-866.

12 Sites of implementation / practices Puggioni, R. (2015). "Border politics, right to life and acts of dissensus: voices from the Lampedusa borderland." Third World Quarterly 36(6): 1145-1159.

13 Conclusion – current policy challenges

COURSE READINGS

(most on electronic reserve) Bigo, Didier. (2014) The (in) Securitization Practices of the Three Universes of Eu Border Control:

Military/Navy–Border Guards/Police–Database Analysts. Security Dialogue 45:209-25. Borg, Stefan. (2015) European Integration and the Problem of the State: A Critique of the Bordering of

Europe. Palgrave Macmillan. Casella Colombeau, Sara. (2015) Policing the Internal Schengen Borders–Managing the Double Bind

between Free Movement and Migration Control. Policing and Society:1-14. Côté-Boucher, Karine, Federica Infantino, and Mark B Salter. (2014) Border Security as Practice: An

Agenda for Research. Security Dialogue 45:195-208. Dijstelbloem, Huub, and Dennis Broeders. (2014) Border Surveillance, Mobility Management and the

Shaping of Non-Publics in Europe. European Journal of Social Theory. Kinnvall, Catarina, and Ted Svensson. (2014) Governing Borders and Security: The Politics of

Connectivity and Dispersal. Routledge.

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Léonard, Sarah. (2010) Eu Border Security and Migration into the European Union: Frontex and Securitisation through Practices. European Security 19:231-54.

Müller, Andreas. (2014) Governing Mobility Beyond the State: Centre, Periphery and the Eu's External Borders. Palgrave Macmillan.

Muller, Benjamin J. (2011) Risking It All at the Biometric Border: Mobility, Limits, and the Persistence of Securitisation. Geopolitics 16:91 - 106.

Pedersen, Morten Jarlbæk. (2015) The Intimate Relationship between Security, Effectiveness, and Legitimacy: A New Look at the Schengen Compensatory Measures. European Security:1-19.

Roos, Christof. (2013) How to Overcome Deadlock in Eu Immigration Politics. International Migration 51:67-79.

Roos, Christof, and Natascha Zaun. (2014) Norms Matter! The Role of International Norms in Eu Policies on Asylum and Immigration. European Journal of Migration and Law 16:45-68.

Salter, Mark B, and Can E Mutlu. (2012) Psychoanalytic Theory and Border Security. European Journal of Social Theory 15:179-95.

Schumacher, Tobias. (2015) Uncertainty at the Eu's Borders: Narratives of Eu External Relations in the Revised European Neighbourhood Policy Towards the Southern Borderlands. European Security 24:381-401.

Takle, Marianne. (2012) The Treaty of Lisbon and the European Border Control Regime. Journal of Contemporary European Research 8:280‐99.

van der Woude, Marrtje AH, and Patrick Van Berlo. (2015) Crimmigration at the Internal Borders of Europe: Examining the Schengen Governance Package. Utrecht L. Rev. 11:61.

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Prof. Dr. Jürgen Neyer

RESPONSIBILITY IN EU MIGRATION POLICY ………………………………………….......

Prof. Dr. Jürgen Neyer Email: [email protected] Office: Logenstraße 12, ground floor, Room 006 Office hour: on appointment

COURSE DESCRIPTION

European migration policy is one of the most contested policies of the European Union. It sits at the interface between global conflicts, European domestic policies and human rights. All three must be properly taken into consideration for understanding European policies in migration affairs. The class approaches this complex issue in six sessions per 4 hours. The sessions combine lectures, team work and presentations of team work in plenary. We start with an introduction to migration policy that traces its historical development and discusses the EU’s policies and law. The second session introduces the three concepts of interests, norms and responsibility and sketches the tensions between the three of them for policy-making. Session three takes a broader look at the EU and situates migration policy in the framework of EU foreign and security policy. The fourth session extends the analytical focus even more and analyses the regional and global dimension of migration policy. We will contrast this global focus in the fifth session with a close look on the domestic policies of most important member states and the growing impact of illiberal parties on EU policies. The final session will draw normative and analytical conclusions from the discussions of the class and deal with the future of responsible EU migration policy. The classes 1, 3 and 5 will be conducted in tandem with an introductory class on European integration. ASSIGNEMENT




*Deadline for essays to be turned in is July 31, 2016. GRADING


2 essays (80% of final grade) PLAGIARISM & ACADEMIC MISCONDUCT

It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also


14

information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.6 Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE

Session 1: Introduction to the EU: Migration Policy

Session 2: Interests, Norms and Responsibility in EU Migration Policy

Session 3: Introduction to the EU: Foreign and Security Policy

Session 4: The global dimension of migration policy

Session 5: Introduction to the EU: Weimar in Europe

Session 6: The Future of Responsible EU Migration Policy

COURSE READINGS

Avdan, Nazli 2014: Do asylum recognition rates in Europe respond to transnational terrorism? The

migration-security nexus revisited, in: European Union Politics 15:4, p. 445-471.

Collett, Elizabeth 2016: EU cooperation with third countries: rethinking concepts and investments, in:

Forced Migration Review. Jan2016, Issue 51, p. 40-42.

Cortinovis, Roberto 2015: The Evolution of Frontex Governance: Shifting from Soft to Hard Law?

Journal of Contemporary European Research 11: 3, p. 252-267.

De Bruycker, Philippe 2016: In search of fairness in responsibility sharing, in: Forced Migration Review

51, p. 64-65.

Grabbe, Heather/ Groot, Nadja 2014: Populism in the European Parliament: What Implications for the

Open Society? In: International Spectator 49: 4, p33-46.

Maisenbacher, Julia 2015: The Political Economy of Mobility Partnerships – Structural Power in the

EU's External Migration Policy, in: New Political Economy 20: 6, p. 871-893.

Martin, Susan 2016: International Migration: Unilateral Policies Are Bound to Fail, in: Governance,

29:1, p. 5-7.

Menz, Georg 2015: The promise of the principal-agent approach for studying EU migration policy: The

case of external migration control, in: Comparative European Politics, 13:3, p307-324.

Mezzetli, Petra/ Ceschi, Sebastiano 2015: Transnational policy networks in the migration field: a

challenge for the European Union, in: Contemporary Politics 21: 3, p. 323-340.

Rais, Mehdi 2016: European Union readmission agreements, in: Forced Migration Review 51, p. 45-46.



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Reslow, Natasja/ Vink, Maarten 2015: Three-Level Games in EU External Migration Policy: Negotiating

Mobility Partnerships in West Africa, in: Journal of Common Market Studies 53: 4, p. 857-874.

Triandafyllidou, Anna/ Dimitriadi, Angelik 2014: Deterrence and Protection in the EU’s Migration

Policy.International Spectator 49: 4, p. 146-162.

Young, Iris M. Responsibility and Global Justice: A social Connection Model,

http://sites.coloradocollege.edu/engagingtheglobal/files/2013/01/Young_2006.pdf*,

1/21/2016.

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Dr. Michael W. Mosser

EUROPEAN ENVIRONMENTAL POLITICS ………………………………………….......

Dr. Michael W. Mosser Email: [email protected] Office: t.b.a Office hours: by appointment COURSE DESCRIPTION

Environmental politics is one area where Europe arguably leads the world. Europe has, at both the national and European-Union level, committed itself to achieving reductions in carbon emissions far greater than anywhere else in the world. This course will examine the history of environmental politics in both the member states of the European Union and the EU itself. Beginning with a conceptual treatment of general environmental politics and policies, the course moves to a history of European environmentalism, before shifting to a discussion on the institutional responses at important ‘traditional’ Member States (Germany, France, Italy and the UK) as well as ‘new‘ Member States (Czech Republic, Poland and Hungary). The final section of the course examines EU environmental policies themselves, such as the EU Emissions Trading System and its institutional commitment to meeting Kyoto Protocol goals. ASSIGNMENTS AND GRADING

Papers: 80% The primary form of assessment for this course will be short papers. As this course meets European Credit Transfer and Accumulation System (ECTS) guidelines, the number of short papers will change according to the number of ECTS credits for which the student has signed up. The table below explains the variable assignments:

Number of ECTS

credits Assignment Due Dates

6 Three (3) five-page (2000-word) papers (15 pages total) Papers: 17 June, 24 June, 1 July

8 or 9 Four (4) five-page (2000-word) papers (20 pages total) +

PowerPoint presentation on final paper

Papers: 17 June, 24 June, 1 July,

8 July, 15 July

PowerPoint presentation: 15 July

The papers for this class will be short (2000-word) exploratory paper on topics chosen by the instructor. Each paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. Ideally, the paper should be no more than 2000 words in length but a 5% variation will be permitted.

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The PowerPoint presentation (for students signed up for 8 or 9 ECTS credits) will be based on the student’s final paper, and will consist of no more than five (5) slides containing the paper’s thesis, a short summary of the literature, an analysis of the research, and a conclusion. Presentations should be no more than 15 minutes in length. Participation / Discussion Questions: 20% Class discussion in a once-weekly seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Participation will be divided into two sections: Discussion questions and in-class participation. Since not everyone enjoys speaking in class, discussion questions will count for more than in-class participation. Discussion questions will count for 15% of your course grade, while in-class participation will count for 5% of your course grade. So that we can discuss points raised in the online postings in class, discussion questions for the week on which I am lecturing will be due by 17:00 every Wednesday (unless directed otherwise). Postings can be drawn from the readings; in this case, they should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. Postings may also be brief synopses of newsworthy events. In this case, you must post both the link to the news story and a brief (50-word) précis of what the article discusses. Finally, postings may be replies to others' questions or news stories, as long as they are informative replies and not merely agree/disagree posts. One post (or a thoughtful reply to a post) counts as your post for that week. The total number of discussion postings will be counted at the end of the summer session, and also will be examined throughout the session for evidence of consistent posting. Do not expect to “catch-up” post only at the end and receive full participation credit. 6 postings: Full credit 3-4 postings: 70% credit 2 postings: 50% credit Less than 2 postings: No credit A word on late or missed assignments. Over the course of the summer session, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

• Late topic choices will receive a 1% deduction per day before grading. • Late topic outline and list of references will receive a 2% deduction per day before grading. • Late paper drafts will receive a 5% deduction per day before grading. • Missed exams will receive a 5% deduction per day until made up.

Extra credit (up to 6 points): Students who attend an academic lecture/event dealing with an international/global issue and submit a one-page summary may receive a 3 point increase on a paper draft grade. The maximum extra credit for the semester is two lectures/events (a total of 6 extra credit points). Summaries must be turned in within 7 days of the event.

18


It is expected that all homework assignments, projects, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term “sources” includes not only primary and secondary material published in print or online, but also information and opinions gained directly from other people. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research or from a student’s own writings, the sources must be indicated. It is the expectation of every course that all work submitted for a course or for any other academic purpose will have been done solely for that course or for that purpose.7 Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including failure in the course and be remanded to the appropriate authorities of their home university for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE & COURSE READINGS Session One Topic:

• Putting a value on the environment and understanding environmental politics Readings: • G. Hardin, “The Tragedy of the Commons,” Science 162:1243-1248 (1968). • E. Ostrom et.al., “Revisiting the Commons: Local Lessons, Global Challenges,” Science 284:278-

282 (1999). • Bierbaum, R., Holdren, J., MacCracken, M., Moss, R., Raven, P. (Eds.), 2007. Confronting Climate

Change: Avoiding the Unmanageable and Managing the Unavoidable . United Nations Foundation, Washington, DC, 144pp.

• Executive Summary • Harrison, Kathryn, Lisa McIntosh Sundstrom (2007). “The Comparative Politics of Climate

Change,” Global Environmental Politics 7:4, pp. 1-18. • M. Shellenberger and T. Nordhaus. “The Death of Environmentalism: Global Warming Politics in a

Post-Environmental World.”(2004) • William Cronon, “The Trouble with Wilderness: Or, Getting Back to the Wrong Nature,” in Global

Environmental History: A Reader (2013), pp. 339-363. Session Two Topic: • Global environmental politics, and (Western) European environmental politics Readings: • Matthew Paterson, “Introduction” from Understanding Global Environmental Politics:

Domination, Accumulation, Resistance.



19

• Hanf, Kenneth and Alf-Inge Jansen, Governance and environmental quality: Environmental politics, policy and administration in Western Europe. (New York: Addison Wesley Longman, 1998).

Chapter One

Chapter Thirteen • Morten Andersson, Gunver Bennekou, Henning Schroll "Environmental problems and

environmental regulations in Western Europe, 1980–1989," Environmental Management, March/April 1992, Volume 16, Issue 2, pp 187-194.

• Jae-Jae Spoon. 2011. Political Survival of Small Parties in Europe. Ann Arbor: University of Michigan Press. Chapters 2-4.

Requirements: • Paper One due today (17:00) via Moodle upload Session Three Topic: • (Eastern) European environmental politics Readings: • Waller, Michael and Frances Millard, “Environmental politics in Eastern Europe,” Environmental

Politics 1:2 (1992), pp. 159-185. • Waller, Michael, “The environmental issue in the East of Europe: top–down, bottom–up and

outside–in,” Environmental Politics 19:5 (2010), pp. 831-849. • Hicks, Barbara, “Setting Agendas and Shaping Activism: EU Influence on Central and Eastern

European Environmental Movements,” Environmental Politics 13:4 (2004), pp. 216-233. Requirements: • Paper Two due today (17:00) via Moodle upload Session Four Topic: • Environmental policies in Germany and France Readings: • Boehmer-Christiansen, S.; Skea, J. Acid politics: environmental and energy policies in Britain and

Germany.

Read German sections of Chapters 1-4

Read German sections of Chapters 5 and 6

Read entirety of Chapter 10 • Knill, Christoph and Andrea Lenschow, “Coping with Europe: the impact of British and German

administrations on the implementation of EU environmental policy,” Journal of European Public Policy 5:4 (1998), pp. 595-614.

• Organization for Economic Cooperation and Development, “Environmental Performance Reviews: Germany” (2012).

• Brand, Karl-Werner, “Dialectics of institutionalisation: The transformation of the environmental movement in Germany,” Environmental Politics 8:1 (1999).

• Prendiville, Brendan. Environmental Politics in France (Boulder, CO: Westview Press, 1994), Introduction and Part One

20

• Organization for Economic Cooperation and Development (OECD), “Conclusions and Recommendations of the OECD Environmental Performance Review of France” (2005).

Requirements: • Paper Three due today (17:00) via Moodle upload. Session Five Topic: • Environmental politics in Poland and Hungary Readings: • Andersson, Magnus, “Setting the Stage” and “National Environment Policy in the 1980s,” in

Change and Continuity in Poland’s Environmental Policy (Springer, 2000). • Krista Harper, Wild Capitalism (Introduction). • Organization for Economic Cooperation and Development (OECD), “Environmental Country

Reviews: Hungary”. • European Environment Agency, “2011 survey of resource efficiency policies in EEA member and

cooperating countries - HUNGARY”. Requirements: • Paper Four due today (17:00) via Moodle upload Session Six Topic: • EU environmental policies Readings: • Christian Hey, “EU Environmental Policies: A short history of the policy strategies” European

Environment Bureau (EEB). • Jon Birger Skjærseth, Jørgen Wettestad (2009) “The Origin, Evolution and Consequences of the

EU Emissions Trading System” Global Environmental Politics, 9:2, pp. 101-122 • Commission of the European Union, DG Climate Action, “The EU Emissions Trading System (EU

ETS)”. • EU ETS Factsheet. • European Commission, “The 2020 climate and energy package”. • European Commission, 2020 package supporting documents, sections TBD. • “The Paris Protocol – A blueprint for tackling climate change beyond 2020”. Requirements: • 8 and 9-credit student PowerPoint presentations due today in class

21


THE COMPREHENSIVE NOTION OF EUROPEAN SECURITY ………………………………………….......



Office: t.b.a

Office hours: by appointment

COURSE DESCRIPTION

International security, a subfield of international relations, examines the nature of the international states system. It specifically focuses on what is known as the ‘security dilemma,’ the idea (or myth, depending on your theoretical predilection) that states in the international system desire above all to remain secure and extant, and will do whatever necessary to avoid becoming less secure or even disappearing entirely. Questions of how or whether it is necessary or even possible to cooperate to achieve security were seen as peripheral. Recently, many scholars and practitioners have begun to question the state-centric approach to international security, as well as its focus on power, rivalries, and conflict. Instead, these scholars and practitioners have begun to speak of ‘comprehensive’ security, or the ‘comprehensive approach’ to international security. Besides being a good catchphrase, what does comprehensive security mean? What does it entail? “Comprehensive security” has a variety of connotations, depending on the context in which the idea is presented, but generally most agree on the idea of a more all-encompassing, holistic understanding of ‘security’ than that embraced by traditional international relations theories. Part of the rationale for this course is to unpack some of the themes underpinning the various ‘flavors’ of comprehensive security, (among others, its human, economic, environmental dimensions). One of the regions of the world where the notion of ‘comprehensive’ security has been most explicitly theorized and implemented is in Europe. Thus the course pays special attention to this region of the world and examines the practical aspects of comprehensive security via the institutions charged with implementing it: the European Union (EU), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Cooperation in Europe (OSCE). Part One: Theories of international security

This part of the course investigates the underlying theoretical premises of international security, with

special emphasis on:

Theories of conflict and cooperation, covering topics such as realism, institutionalism, constructivism, democratic peace theory.

Theories of influence, covering topics such as soft power, deterrence & coercion, domestic politics and influence, credibility, norms and institutions as influencers of behavior.

Part Two: The idea of comprehensive security

This section of the course takes the theoretical precepts gained from Part One and applies them to the

newly emerging idea within international security that true international (and regional) security must

take into account factors beyond mere state survival. To that end, the idea of ‘comprehensive’ security

is raised, bringing into play a more nuanced view of international security. In this section, we will

examine various ways in which comprehensive security has been thought about. Primarily, we will

22

explore the idea of ‘human’ security that developed out of the 1994 UN Human Development Report,

which has seven constituent elements:

Economic security

Food security

Health security

Environmental security

Personal security

Community security

Political security

The section will begin with a survey of the general concept of human security, then move to a

treatment of four of its components: economic, health and environmental, and community security.

The section will conclude with a discussion of security sector reform as the means to establishing

lasting peace in post-conflict societies, a key facet in any discussion of post Cold War comprehensive

security.

Part Three: The practice of comprehensive security in Europe: case studies

In Part Three of the course, we look at ways in comprehensive security has been implemented in

Europe. We look specifically at European notions of comprehensive security, focusing on the North

Atlantic Treaty Organization (NATO), the Organization for Security and Cooperation in Europe (OSCE),

and the European Union (EU).

ASSIGNMENTS AND GRADING

Papers: 80%

The primary form of assessment for this course will be short papers. As this course meets European

Credit Transfer and Accumulation System (ECTS) guidelines, the number of short papers will change

according to the number of ECTS credits for which the student has signed up. The table below explains

the variable assignments:

Number of ECTS

credits Assignment Due Dates

6 Three (3) five-page (2000-word) papers (15 pages total) Papers: 16 June, 23 June, 30 June

8 or 9 Four (4) five-page (2000-word) papers (20 pages total) +

PowerPoint presentation on final paper

Papers: 16 June, 23 June, 30 June,

7 July

PowerPoint presentation: 14 July

The papers for this class will be short (2000 word) exploratory paper on topics chosen by the instructor.

Each paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis

statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and

23

concise conclusion that effectively summarizes your argument. Ideally, the paper should be no more

than 2000 words in length but a variation of ± 5% is permitted.

The PowerPoint presentation (for students signed up for 8 or 9 ECTS credits) will be based on the

student’s final paper, and will consist of no more than five (5) slides containing the paper’s thesis, a

short summary of the literature, an analysis of the research, and a conclusion. Presentations should be

no more than 15 minutes in length.

Participation / Discussion Questions: 20%

Class discussion in a once-weekly seminar is more than expected; it is a given. Everyone has his or her

own style of discussion, and I do not expect to turn those who prefer not to speak often in class into

debate champions. Participation will be divided into two sections: Discussion questions and in-class

participation. Since not everyone enjoys speaking in class, discussion questions will count for more

than in-class participation. Discussion questions will count for 5% of your course grade, while in-class

participation will count for 15% of your course grade.

So that we can discuss points raised in the online postings in class, discussion questions for the week

on which I am lecturing will be due by 17:00 every Wednesday (unless directed otherwise). Postings

can be drawn from the readings; in this case, they should reflect any questions, comments, or cries of

outrage you may have regarding the arguments set forth by the authors. They most definitely will help

you get the most from the class. Postings may also be brief synopses of newsworthy events. In this

case, you must post both the link to the news story and a brief (50-word) précis of what the article

discusses. Finally, postings may be replies to others' questions or news stories, as long as they are

informative replies and not merely agree/disagree posts. One post (or a thoughtful reply to a post)

counts as your post for that week.

The total number of discussion postings will be counted at the end of the summer session, and also

will be examined throughout the session for evidence of consistent posting. Do not expect to “catch-

up” post only at the end and receive full participation credit.

6 postings: Full credit 3-4 postings: 70% credit 2 postings: 50% credit Less than 2 postings: No credit

A word on late or missed assignments. Over the course of the summer session, it is inevitable that

some event will cause a time management issue, which might lead to a missed assignment deadline.

Though normally handled on a case-by-case basis, there are some baseline penalties for missed or

delayed assignments, detailed here:

Late topic choices will receive a 1% deduction per day before grading. Late topic outline and list of references will receive a 2% deduction per day before grading. Late paper drafts will receive a 5% deduction per day before grading. Missed exams will receive a 5% deduction per day until made up.

Extra credit (up to 6 points):

Students who attend an academic lecture/event dealing with an international/global issue and submit

a one-page summary may receive a 3 point increase on a paper draft grade. The maximum extra credit

24

for the semester is two lectures/events (a total of 6 extra credit points). Summaries must be turned

in within 7 days of the event.


It is expected that all homework assignments, projects, papers, theses, and examinations and any

other work submitted for academic credit will be the student’s own. Students should always take great

care to distinguish their own ideas and knowledge from information derived from sources. The term

“sources” includes not only primary and secondary material published in print or online, but also

information and opinions gained directly from other people. Quotations must be placed properly

within quotation marks and must be cited fully. In addition, all paraphrased material must be

acknowledged completely. Whenever ideas or facts are derived from a student’s reading and research

or from a student’s own writings, the sources must be indicated. It is the expectation of every course

that all work submitted for a course or for any other academic purpose will have been done solely for

that course or for that purpose.8

Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties,

including failure in the course and be remanded to the appropriate authorities of their home university

for disciplinary action. This might lead up to a dismissal from the University.

SCHEDULE & COURSE READINGS

Session One

Topics:

Overview of the field of international relations

Sovereignty and the idea of the state: why is the state the accepted starting point for any discussion of international security?

Realism and Neoliberal Institutionalism as primary competitive theories of international security

Readings:

Stephen Walt, “International Relations: One World, Many Theories,” Foreign Policy Spring 1998, pp. 29-46.

Jack Snyder, “One World, Rival Theories,” Foreign Policy November/December 2004.

Charles Tilly, “War Making and State Making as Organized Crime,” in Peter B. Evans, Dietrich Rueschemeyer, Theda Skocpol, eds., Bringing the State Back In.

Kenneth N. Waltz, “Structural Realism After the Cold War,” International Security 25:1 (Summer 2000), pp. 5-41.

Robert Jervis, “Realism, Neoliberalism, and Cooperation: Understanding the Debate,” International Security 24:1 (Summer 1999), pp. 42-63.

John Mearsheimer, “The False Promise of International Institutions,” International Security 19:3 (Winter 1994/95), pp. 5-49.

Robert O. Keohane and Lisa L. Martin, “The Promise of Institutionalist Theory,” International Security 20:1 (Summer 1995), pp. 39-51.

Recommended:

Brian Schmidt, “Competing Realist Conceptions of Power,” Millennium – Journal of International Studies 33:3 (2005), pp. 523-549.



25

Randall Schweller, “The Progressiveness of Neo-classical Realism,” in Elman and Elman (eds.) Progress in International Relations Theory: Appraising the Field.

Session Two

Topics:

“New” Institutionalism and Constructivism as Theoretical Challenges to Realism and Neoliberal Institutionalism.

Readings:

James G. March and Johan P. Olsen, “Elaborating the ‘New Institutionalism’,” ARENA Working Paper 11 (March 2005).

Lisa Martin and Beth Simmons, “Theories and Empirical Studies of International Institutions,” International Organization 52:4 (Autumn 1998), pp. 729-757.

Emmanuel Adler, “Imagined (security) communities: cognitive regions in international relations,” International Security.

Klotz, Audie and Cecilia Lynch, “Constructivism,” in Strategies for Research in Constructivist International Relations (Armonk, NY: ME Sharpe), pp. 3-23.

Martha Finnemore and Kathryn Sikkink, “Taking Stock: The Constructivist Research Program in International Relations and Comparative Politics,” Annual Review of Political Science, 2001: 4, pp. 391-416.

Recommended:

Alexander Wendt, "Anarchy is what States Make of it: The Social Construction of Power Politics", International Organization, Vol. 46, No. 2 (Spring, 1992) , pp. 391—425.

Jeffrey T. Checkel, “The Constructivist Turn in International Relations Theory,” World Politics 50:2 (January 1998), pp. 324-348.

Michael Barnett, Dialogues in Arab Politics: Negotiations in Regional Order (Columbia, 1998), Introduction and Chapter One.

John Ruggie, “What Makes the World Hang Together? Neo-utilitarianism and the Social Constructivist Challenge,” International Organization 52:4 (Autumn 1998), pp. 855-885.

Session Three

Topic:

The general concept of ‘human’ security

Readings:

Kaldor, Mary (2007) “Human Security,” in Human Security (London: Wiley), pp. 182-197.

Review the Commission on Human Security website.

Review the United Nations’ Human Security Unit (HSU) website.

Final Report of the Commission on Human Security (selected chapters).

Chapter One, “Human Security Now”.

Chapter Two, “People Caught Up in Violent Conflict”.

Chapter Five, “Economic security—the power to choose among opportunities”.

Roland Paris, “Human Security: Paradigm Shift or Hot Air?” International Security 26:2 (Fall 2001), pp. 87-102.

Sakiko Fukuda-Parr and Carol Messineo, “Human Security: A critical review of the literature” CRPD Working Paper (January 2012).

26

Des Gasper, “Securing Humanity: Situating 'Human Security' as Concept and Discourse,” Journal of Human Development and Capabilities 6:2 (July 2005), pp. 221-245.

Recommended:

David Bosold and Sascha Werthes, “Human Security in Practice: Canadian and Japanese Experiences,” International Politics and Society 1(2005), pp. 84-101.

Kanti Bajpai, “Human Security: Concept and Measurement,” Kroc Institute (University of Notre Dame) Occasional Paper #19:OP:1.

Session Four

Topics:

Economic, environmental and health security

Readings:

Thomas O’Brien, “Food riots as representations of insecurity: examining the relationship between contentious politics and human security,’ Conflict, Security, and Development 12:1 (2012), pp. 31-49.

Dharam Ghai, “Economic Globalization, Institutional Change, and Human Security,” United Nations Research Institute for Social Development Discussion Paper 91 (November 1997).

“What is Environmental Security?” Institute for Environmental Security.

Michael Renner, “Introduction to the Concepts of Environmental Security and Environmental Conflict”

A.H. Westing, “The Environmental Component of Comprehensive Security,” Security Dialogue 20:2 (1989), pp. 129-134.

Climate Change and Conflict, Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (Germany).

o Executive Summary o Long-term Societal and Political Implications of Climate Change o Bangladesh case study o Stern Report on the Economics of Climate Change (2008), Read Executive Summary.

Michael Renner, The Anatomy of Resource Wars (WorldWatch Institute, 2002), Read pp. 5-47.

Robert Keohane, Peter Hass, and Marc Levy, Institutions for the Earth, Chapter One: “The Effectiveness of International Environmental Institutions,” pp. 3-24.

Mely Caballero-Anthony, “The Way Forward: Human Security Beyond Discourse to Action,” "The Way Forward: Human Security Beyond Discourse to Action," Health and Human Security: Moving from Concept to Action-Fourth Intellectual Dialogue on Building Asia's Tomorrow; (ed. Pamela J. Noda), Tokyo: Japan Center for International Exchange, 2002, pp. 11-20.

Available at http://www.jcie.org/researchpdfs/HealthHumSec/health_summary.pdf.

Requirements:

Paper One due today (17:00) via upload to Moodle

Session Five

Topic:

Comprehensive Security in Europe: Underlying Concepts

Readings:

27

Mary Kaldor, Mary Martin, and Sabine Selchow, “Human Security: A New Strategic Narrative for Europe,” International Affairs 83:2 (March 2007), pp. 273-288.

Gunter Hauser and Franz Kernic (eds.) European Security in Transition (London: Ashgate, 2006)

Chapter One: Franz Kernic, “European Security in Transition: The European Security Architecture since the End of the Second World War – An Overview,” pp. 5-22.

Available on Blackboard

Simon Duke and Hanna Ojanen, “Bridging Internal and External Security: Lessons from the European Security and Defence Policy,” Journal of European Integration 28:5 (2006), pp. 477-494.

Session Six

Topics:

European expressions of comprehensive security: the Organization for Security and Cooperation in Europe (OSCE).

The OSCE’s evolution and history.

The OSCE’s contemporary comprehensive security operations.

Readings:

OSCE website, http://www.osce.org.

Hauser and Kernic (eds.) European Security in Transition. o Chapter Two: Peter van Ham, “EU, NATO, OSCE: Interaction, Cooperation and

Confrontation,” pp. 23-38.

Dunkerley, Craig G. "Considering Security Amidst Strategic Change: The OSCE Experience." Middle East Policy 11, no. 3 (2004): 131-138.

The OSCE in the Maintenance of Peace and Security: Conflict Prevention, Crisis Management, and Peaceful Settlement of Disputes. o Selections TBD

Requirements:

Paper Two due today (17:00) via upload to Moodle

Session Seven

Topic:

European expressions of comprehensive security (II): the North Atlantic Treaty Organization (NATO)

Readings:

Pernille Rieker, “From Common Defence to Comprehensive Security: Towards the Europeanisation of French Foreign and Security Policy?,” Norwegian Institute of International Affairs Working Paper 691 (2005), pp. 1-29.

Michael J. Brenner, “Europe’s New Security Vocation,” McNair Paper 66, Institute for Strategic Studies, National Defense University, Read Chapters 1-2 (pp. 1-39).

Mearsheimer, John J. (1990) Back to the Future: Instability in Europe after the Cold War. International Security 15: 5-56.

Menon A and Walsh JI. (2011) Understanding NATO's Sustainability: The Limits of Institutionalist Theory. Global Governance 17: 81-94.

Session Eight

Topic:

European expressions of comprehensive security (II): The North Atlantic Treaty Organization (continued)

28

Readings:

Gheciu A. (2005) Security institutions as agents of socialization? NATO and the 'new Europe’. International Organization 59: 973-1012.

Giegerich B and Wallace W. (2004) Not such a soft power: the external deployment of European forces. Survival 46: 163-182.

Daalder I. (2006) Global NATO. Foreign Affairs 85: 105-+.

Sperling, J. and Webber, M. (2009), NATO: from Kosovo to Kabul. International Affairs, 85: 491–511.

Requirements:

Paper Three due today (17:00) via upload to Moodle

Session Nine

Topic:

European expressions of comprehensive security (III): the European Union (EU).

The European Union in the Mediterranean and individual expressions of European Security.

Readings:

Hauser and Kernic (eds.) European Security in Transition, Chapter Three: Gunter Hauser, “The ESDP: The European Security Pillar,” pp. 39-62.

Michael J. Brenner, “Europe’s New Security Vocation,” McNair Paper 66, Institute for Strategic Studies, National Defense University, Read Chapters 3-4 (pp. 40-80).

Biscop, S. "Opening up the ESDP to the South: A Comprehensive and Cooperative Approach to Euro-Mediterranean Security." Security Dialogue 34, no. 2 (2003): 183-197.

Weiss, M. "Power and Signals: Explaining the German Approach to European Security." Journal of International Relations and Development 12, no. 3 (2009): 317-348.

Session Ten

Topic:

European security since the Arab Spring

Readings:

Noutcheva, Gergana (2015), “Institutional Governance of European Neighbourhood Policy in the Wake of the Arab Spring,” Journal of European Integration 37:1, pp. 19-36.

Rasmussen, AF (2011) “NATO and the Arab Spring,” New York Times.

Hallams E and Schreer B. (2012) Towards a post-American' alliance? NATO burden-sharing after Libya. International Affairs 88: 313-327.

Strachan H. (2011) Strategy and contingency. International Affairs 87: 1281-+.

Gheciu A and Paris R. (2011) NATO and the Challenge of Sustainable Peacebuilding. Global Governance 17: 75-79.

Noetzel T. (2012) More flexible, less coherent: NATO after Lisbon. Australian Journal of International Affairs 66: 20-33.

Requirements:

Paper Four due today (17:00) via upload to Moodle

Session Eleven

29

Topic:

EU border security policy in the human security context

Readings:

EU FRONTEX web page o Explore sections as directed by instructor

Léonard, Sarah (2010), “EU border security and migration into the European Union: FRONTEX and securitisation through practices,” European Security 19:2, pp. 231-254.

Bremberg, Niklas (2015), “The European Union as Security Community-Building Institution: Venues, Networks and Co-operative Security Practices,” JCMS: Journal of Common Market Studies 53:3, pp. 674-692.

Kartsonaki, Argyro and Stefan Wolff (2015), “The EU's Responses to Conflicts in its Wider Neighbourhood: Human or European Security?” Global Society 29:2, pp. 199-226.

Shields, Peter (2015), “The Human Cost of the EU’s External Border Regime,” Peace Review: A Journal of Social Justice 27:1, pp. 82-90.

Session Twelve

Topic:

EU Migration policy

Readings:

European Commission, “COMMISSION PRIORITY: Migration: Towards a European agenda on Migration”

Huysmans, Jef (2000), “The European Union and the Securitization of Migration,” JCMS: The Journal of Common Market Studies 38:5, pp. 751-777.

Geddes, Anthony (2001), “Asylum in Europe: States, the European Union, and the International System,” Refugee Survey Quarterly 20:2, pp. 59-72.

Wodak, Ruth and Salomi Boukala (2015), “European identities and the revival of nationalism in the European Union,” Journal of Language and Politics 14:1, pp. 87-109.

Toshkov, Dimiter and Elitsa Kortenska (2015), “Does Immigration Undermine Public Support for Integration in the European Union?” JCMS: Journal of Common Market Studies 53:4, pp. 910-925.

Requirements:

8 and 9-credit student PowerPoint presentations

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