• Course title: Excursion
• Number of ECTS: 1
• Course code: F3_BORSTUD-2
• Module(s): MABS 1.1 Introductory Module
• Language: FR, DE, EN
• Mandatory: Yes

excursion in the Greater Region

10% excursion report/minutes

• Course title: Weekend Seminar
• Number of ECTS: 5
• Course code: F3_BORSTUD-1
• Module(s): MABS 1.1 Introductory Module
• Language: EN, DE, FR
• Mandatory: Yes

Students should be able to:

understand the central concepts and key terms of Border Studies,

explore the different methodological and theoretical approaches of interdisciplinary Border Studies,

gain understanding of the interdisciplinary field of Border Studies,

identify and evaluate relevant literature within the field of Border Studies.

In this block seminar, basic concepts of Border Studies used in different academic disciplines and in an inter- and transdisciplinary perspective are presented. The basic knowledge acquired in this introductory seminar should help students gain a deeper understanding of borders and (re-, de-)bordering processes in Europe and other border regions all over the world.

30% exam, 60% active participation/group work

• Course title: Introduction to Sustainable Development of Border Regions
• Number of ECTS: 4
• Course code: F3_BORSTUD-3
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: FR
• Mandatory: Yes

En suivant le module, les étudiants seront capables de :

–          Maîtriser d’un point de vue théorique et appliqué le concept de développement durable

–          Opérationnaliser les principes du développement durable dans un cadre transfrontalier

Le développement durable s’est imposé comme un principe phare guidant les politiques mises en œuvre dans tous les pays de l’Union européenne. Or, dans les espaces transfrontaliers, l’application de ce principe se heurte à une série de défis : d’abord, les différents pays et régions ne partagent pas la même interprétation du développement durable. En outre, ils ont des intérêts stratégiques différents. Ensuite, les habitants des espaces transfrontaliers ont des pratiques et des attentes qui ne sont pas les mêmes en la matière, comme en témoigne par exemple l’écart entre le taux de motorisation très élevé au Luxembourg, comparativement aux pays voisins. Enfin, la coopération transfrontalière se révèle bien souvent coûteuse car nécessitant une mise en adéquation de systèmes d’organisation nationale très compartimentés, la rencontre d’acteurs plus nombreux et divers que dans le cas de coopérations menées à l’intérieur d’un pays, les frais éventuels de traduction et d’interprétariat, etc. … ce qui s’oppose paradoxalement au principe d’économie du développement durable. En interrogeant le concept de développement durable dans les espaces transfrontaliers, le cours donnera différents éléments permettant de comprendre le fonctionnement de ces espaces, entre concepts politiques, différences nationales et contacts interculturels.

Commented bibliography on a theme related to cross-border sustainable development (100%)

Blatter, Joachim

, 2000, « Emerging cross-border regions as a step towards sustainable development? Experiences and Considerations from Examples in Europe and North America » International Journal of Economic Development, vol. 2, no. 3, 2000, p. 402+. Academic OneFile, Accessed 3 Apr. 2017.

Richard

Laganier

, Bruno

Villalba

et Bertrand

Zuindeau

, 2002, « Le développement durable face au territoire : éléments pour une recherche pluridisciplinaire », Développement durable et territoires [En ligne], Dossier 1 | 2002, mis en ligne le 01 septembre 2002, consulté le 03 avril 2017. URL : http://developpementdurable.revues.org/774 ; DOI : 10.4000/developpementdurable.774

Jacques

Theys

, 2014, « Le développement durable face à sa crise : un concept menacé, sous-exploité ou dépassé ? », Développement durable et territoires [En ligne], Vol. 5, n°1 | Février 2014, mis en ligne le 04 février 2014, consulté le 03 avril 2017. URL : http://developpementdurable.revues.org/10196 ; DOI : 10.4000/developpementdurable.10196

Thomas M. Wilson, Hastings Donnan (ed.), 2012, A companion to Border Studies, Wiley-Blackwell

• Course title: 22-33 Introduction to Border Studies in Geography (A)
• Number of ECTS: 5
• Course code: MAGEO-27
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: EN
• Mandatory: Yes

“On completion of the course a student should be able to:- Understand and explain different aspects of border regions- Critically reflect different  concepts of boundaries- Have a knowledge and understanding on different scales of borders- Develop relevant research questions on border issues”

“The major aim of this course is to provide and to critically discuss with the students concepts of spatial delineation and demarkation as a special aspect of Political Geography. The interest on bounding spaces increases with new nationalism on the one hand and European integration and globalization on the other. This course will especially focus on bordering, debordering and rebordering processes and bounding space in different scales as well as their spatial conflicts. National borders can be seen as barriers, filters or open contact spaces for people, trade goods and information. Barriers can be different political, fiscal etc systems or even physical barriers like the frontier between the two parts of Cyprus or the former Berlin wall. Filtering borders can e.g. define who can some inside and who will stay outside which is a form of demarcation (e.g. by visa). One example here is the fortress Europe with the FRONTEX program. Open contact spaces are e.g. illustrated within the Schengen area where cross-border cooperation is strengthened and cross-border contacts are possible on a daily basis (e.g. with shopping, working or meeting friends’ activities). Borders can also change their function and character becoming more open or close.From a national perspective border regions are often peripheries, but by overcoming the national peripheral deficits new cross-border regions (debordering/flexible geometries/soft spaces) can develop. The course will discuss if these border regions can become laboratories of the European integration process. Transnational migrants can also build up new integration areas beyond national borders and can be seen as one example for debordering processes.Bounding spaces are often expressed by inclusion (“we”) and exclusion (“them”). This can define other (spatial and social) boundaries then national borders, sometimes expressed through cultural or mental fear, conveyed by external stimulation (e.g. EU structural funds) or economically defined. They can be dynamic and flexible, or fixed.These topics will be illustrated mainly with case study examples on global, European and regional scale. The course will be structured with parts of guided reading, discussions and surveying case studies in group work.”

20% guided reading, 20% participation/ group work, 60% final report (oral, written)

• Course title: Geographies of European Integration
• Number of ECTS: 3
• Course code: MAGEO-3
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: EN
• Mandatory: Yes

Designed for Master students in Geography and Border Studies, the objective of the class is – individuallyand collectively – to advance the analytical understanding of the contemporary EUropean project. Thecourse firstly provides students with foundational knowledge to understand the nature, institutions andfunctioning of the EU. It secondly introduces key concepts anchored in European integration theory andGeography (e.g. integration, Europeanization, multi-level governance) allowing them to analyticallyreflect on the EUropean project, and finally to critically engage with contemporary issues (e.g. the greentransition, so-called “left behind regions”, bordering).

Upon completion of the class, students should:- Know some of the key historical milestones having led to the construction of the contemporaryEU.-  Have acquired basic understanding of legal nature of the EU, its institutions, functioning and itscore competences.-  Be able to use some of the key concepts related to the EU (i.e. dis.integration, multi-levelgovernance, Europeanisation) and to discuss the spatial implications of the European Union.-  Have acquired an understanding of how spatial disparities and interdependencies influenceEurosceptic movements.-  Be able to comment on published journal articles in European spatial development.

Whether it is for transitioning towards a greener economy, coordinating European’s answer to the war in Ukraine or reducing spatial disparities, the European Union (EU) is at the heart of contemporary debates on the European continent and globally. Built about 70 years ago to secure peace and prosperity on the Western peninsula of the Asian continent, this hybrid – intergovernmental and supranational – organisation is a formidable example of how contemporary nation states constantly adapt and reinvent themselves, and thereby, revisit key geographic notions, i.e. region, border, territory, regional development. The EUropean political construction has a significant spatial component. This course introduces you to the spatial dimension of the EUropean political project. It investigates the EU’s spatialities – places, regions and territories – to explore the EU’s importance as a power centre in today’s world. Throughout the class, we examine how social processes at local, regional, national, European, and global level are interconnected and interdependent. For example, we examine how local conditions shape the way citizens relate to the EU project, what values and norms the EU political project endorses and how it positions itself in Europe and in the world.

The breakdown of the grade reflects the multiple types of skills we will work on throughout the semester:-  For MABS students, the class counts 3 ECTS: 100% class participation-  For MAGEO, the class counts 5 ECTS: 50% research paper, 50% participation.

• Course title: Introduction into Research on Language Contact
• Number of ECTS: 4
• Course code: F3_BORSTUD-5
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: DE, FR, EN
• Mandatory: Yes

After attending this class, students will be able to:

·         Comment on their own language biography

·         Develop additional language skills in the different languages of their trilingual study program

·         Discuss a wider range of models and methods to size and describe language contact

·         Understand diverse natural and institutional ways of reaching multiple linguistic competence

·         Cross linguistic and cultural borders by creating meaningful contexts for plurilingual communication

·         Act as responsible mediators and promoters of intercultural communication,  within the study program, the Greater Region and beyond

·         Show awareness of the mutual influences and reciprocal relations between members of different speech communities, in an ecolinguistic perspective.

Traditionally, languages were considered as means to mark social, cultural and geographical borders and limits between different communities. Our approach, however, tends to show to which extent they can be used for border-crossing. After an introduction to the methods of research on language contact (language geography, dialectology, ethnography, sociolinguistics and psycholinguistics, linguistic ecology), we will explore the various ways in which languages can meet and combine, on an individual/cognitive or a more a social/territorial level. We will discuss the terms of multilingualism and plurilingualism in the literature and in their recent adaption by the Council of Europe and thus build the bridge to studies on language learning and language acquisition. A dynamic approach to languages will then include the study of contact varieties like learner languages, the formation of contact languages likes creoles and pidgins, the fossilization of language competences and language attrition, the protection of endangered linguistic varieties or minority languages, and possible scenarios of diversity management in this sector, by drawing on the ressources of our specific group of students.

oral presentation to the group followed by an expert discussion

Calvet, L.-J. 1999. La guerre des langues et la politique linguistique.

Paris: L’Harmattan. (Première édition parue en 1987 chez Payot).

Cavalli, M. 2005. Education bilingue et plurilinguisme: Le cas du Val d’Aoste.

Paris: Didier.

Creese, Angela & Martin, Peter (2003). Multilingual classroom ecologies, Multilingual Matters. Clevedon.

Division des Langues Vivantes Strasbourg – Conseil de la Coopération culturelle – Comité de l’éducation (2001). Cadre Européen Commun de Référence pour les langues. Paris: Didier.

Division des Politiques linguistiques Strasbourg & Ministère de l’Education Nationale et de la Formation professionnelle Luxembourg (2005-2006) : Profil de la politique linguistique éducative Grand Duché de Luxembourg.

Ehrhart, Sabine, Hélot, Christine & Le Nevez, Adam (2010): Teacher Education in Plurilingual Contexts – A critical approach.

Bremen: Peter Lang.

Ehrhart, Sabine (2012): L’écologie linguistique des créoles – pour une vision dynamique des langues de contact.

Collection Sociolinguistiques (éd. Henri Boyer). Paris: L’Harmattan.

Ehrhart, Sabine (2011d): with Fehlen, Fernand, Luxembourgish: A Success Story? A Small National Language in a Multilingual Country. In Handbook of Language and Ethnic Identity – The Success-Failure Continuum in Language and Ethnic Identity Efforts Volume II, Joshua A. Fishman & Ofelia García (éds.).

Oxford: Oxford University Press.

Fehlen, Fernand (2009b). BaleineBis – Une enquête sur un marché linguistique multilingue en profonde mutation/Luxemburgs Sprachmarkt im Wandel, Recherche Etude Documentation N° 12. Luxembourg: SESOPI Centre Intercommunautaire.

Fill, Alwin (1993). Ökolinguistik: eine Einführung. Tübingen: Gunter Narr.

Fill, Alwin & Mühlhäusler, Peter (2001).

The Ecolinguistics Reader. London: continuum.

Garcia, Ofelia & Bartlett, Lesley (2007): A speech community model of Bilingual Education: Educating Latino Newcomers in the U.S. International Journal of Bilingual Education and Bilingualism 10: 1-25.

Gilles, Peter & Moulin, Claudine (2003): Language Standardization in Luxembourgish. In Germanic Standardizations. Past and Present, Deumert, A. & Vandenbusche, W. (eds). Amsterdam: Benjamins: 303-329.

Hornberger, Nancy (2008): Encyclopedia of Language and Education (Second Edition) 10 volumes. New York: Springer editions.

Kramsch, Claire (ed 2002): Language Acquistion and Language Socialization. Continuum: London.

Kramsch, Claire & Steffensen, Sune York (2008): Ecological Perspectives on Second Language Acquisition and Socialization. In Encylopedia of Language and Education, Hornberger, Nancy (ed). (17-28) Vol 8. 2nd Edition. Springer: Pennsylvania.

Mejía, Anne-Marie de (2002). Power, Prestige and Bilingualism – International Perspectives on Elite Bilingual Education, Multilingual Matters. Clevedon.

Mühlhäusler, Peter (2003): Language of environment – environment of language. London: Battlebridge.

Myers-Scotton, Carole 2002. Contact linguistics. Bilingual encounters and grammatical outcomes.

Oxford: Oxford University Press.

Perregaux, Christiane et alii (éds, 2003). Education et Ouverture aux langues à l’école.

Neuchâtel: CIIP.

Spolsky, Bernard (2004). Language policy. Cambridge University Press: Cambridge.

Spolsky, Bernard (2009). Language management. Cambridge University Press: Cambridge.

• Course title: Introduction to Border Identity
• Number of ECTS: 4
• Course code: F3_BORSTUD-6
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: FR
• Mandatory: Yes

Les interrogations sur les  lectures des territoires transfrontaliers comme « laboratoires de l’Europe » traversent, de manière critique,  les

recherches conduites dans le même espace belgo-franco-luxembourgeois (Crenn, Deshayes, 2010). Elles sont dominées par une approche constructiviste. Utiles pour dénaturaliser ou historiciser les faits sociaux en rappelant leurs genèses et leurs possibles transformations historiques, elles permettent de montrer que l’émergence de « nouvelles territorialités transfrontalières » a une histoire et que leur succès dépend de conditions de possibilité. Le statut accordé au transfrontalier y est cependant divers. Une première série de travaux s’inscrit ainsi dans l’affirmation de la nouvelle centralité de zones frontières autrefois périphériques, initiant de « nouvelles « formes de gouvernance « multi-échelle » (Amilhat-Szary et Fourny, 2006). D’autres études contribuent à une extension de la notion aux « nouvelles frontières sociales plus labiles et plus mouvantes » qui s’ajoutent à la frontière d’Etat et s’éloignent d’une définition uniquement territoriale (Groupe Frontière 2004). Un troisième ensemble permet d’interroger la validité d’un concept nomade (Jeanpierre 2010), ce qui ne signifie pas que la frontière n’existe pas et ne produit pas des effets sur le réel mais que l’usage du terme frontière  peut contribuer à brouiller les repères et conduire parfois à une surinterprétation transfrontalière.

C’est à une réflexion sur ces points de vigilance que ce cours est consacré. L’ensemble conduit à proposer une approche relevant de la socio-histoire[1] en termes d’espace social  localisé pour lire les territoires (trans)frontaliers.

[1]

Selon Gérard Noiriel, « la socio-histoire a délimité sa propre sphère d’activité en reprenant aux historiens leur définition du travail empirique, fondé sur l’étude des archives, destiné à comprendre la place du passé dans le présent. Elle a repris aux sociologues le but même qu’ils s’étaient fixé : étudier les relations de pouvoir et les liaisons à distance qui lient les individus entre eux ». (Noiriel, 2008).

Le cours propose une réflexion sur le transfrontalier à partir d’un terrain, le bassin transfrontalier de Longwy. La démarche pédagogique est active.  Elle conduit les étudiants à  rencontrer différents acteurs de projets transfrontaliers, à découvrir la diversité des grilles de lectures  (politiques, médiatiques, artistiques) de ce  territoire transfrontalier et à se confronter à la pluralité des regards des sciences sociales à partir des recherches conduites sur ce territoire transfrontalier. 

Exposé including a written elaboration (term paper)

Arbaret-Schulz C., Beyer A., Piermay J.-L., Reitel B., Selimanovski C., Sohn C., Zander P.

(Groupe Frontière), 2004, « La frontière, un objet spatial en mutation »,

EspacesTemps.

net,

document 842, http ://espacestemps.net/document842.html

Crenn G., Deshayes J.-L., avec la collaboration de Kmec S., dirs, 2010,

La construction des

territoires en Europe. Luxembourg et Grande Région. Avis de recherches

, Nancy, Presses

universitaires de Nancy.

Deshayes J.-L, 2010a,

La conversion territoriale Longwy (1978-2010). Le salariat entre

paternalisme et mondialisation

, Nancy, Presses universitaires de Nancy.

Deshayes J.-L, 2017, Le transfrontalier, laboratoire de l’Europe ? in

Deshayes J.-L., Francfort D., dirs, 2010,

Du barbelé au pointillé. Les frontières au regard des

sciences humaines et sociales

, Nancy, Presses universitaires de Nancy

Sohn C., Walther O., 2009, « Métropolisation et intégration transfrontalière : le paradoxe

luxembourgeois »,

Espaces et Sociétés

, 138, pp. 51-67.

Werner

Michael, Zimmermann Bénédicte,  2003, « Penser l’histoire croisée : entre empirie et réflexivité », Annales. Histoire, Sciences Sociales 1/2003 (58e année), p. 7-36

• Course title: Introduction to Border Studies from a Cultural Studies Perspective
• Number of ECTS: 4
• Course code: F3_BORSTUD-4
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: DE, EN, FR
• Mandatory: Yes

On completion of the course, students should be able to:

–                      get oriented in the interdisciplinary field of Border Studies from a cultural studies perspective and to recognize and reflect central concepts and approaches,

–                      get to know the methods of Border Studies from a cultural studies perspective and particularities of interdisciplinary work,

–                      identify, independently access and evaluate relevant literature on Border Studies from a cultural studies perspective,

–                      perceive and analyze cross-border social dynamics.

This introductory course offers background knowledge as well as fundamental concepts of and approaches to the field of cultural Border Studies. Enabling a deeper understanding of border regions and contact zones from a socio-cultural perspective, this class addresses the main categories of analysis: e.g. space, identities, representation, and language. Where spatial Border Studies focus on the territorial, nation-state structure of the world, cultural Border Studies turns especially to the (re-)production processes, the symbolic dimension of borders, the representations at both the individual and collective level, and their (im-) material manifestations. This introductory course to Border Studies from cultural studies perspective focuses on central concepts and approaches of the cross-disciplinary work through a series of key texts which have marked the fields of Border Studies and Cultural Studies.

20% active participation/group work, 80% oral presentation and cumulative term paper​

The reading seminar is based on the reading, reflection and discussion of basic texts (German, English, French) in the field of cultural Border Studies. The active participation of the students is required.

 

A list of relevant reading texts will be provided at the given time.

• Course title: Methoden in der Migrationsforschung
• Number of ECTS: 3
• Course code: F3_BORSTUD-11
• Module(s): MABS 2.1 Advanced Module S1: Migration Research
• Language: DE, EN
• Mandatory: Yes

 On completion of the module, students should be able to:determine particularities of migration flows,know and apply quantitative and qualitative methods of migration research,critically reflect upon their own research action,critically question/challenge/scrutinize the concepts of citizenship and national bordersindependently develop scientific research questions in the context of international migration,analyze space-relevant aspects of different forms of migration and develop application-oriented approaches for further action. 

The course will discuss different research methods used in migrations studies and will also explain the development of an own research project design.

100% Creating an own research design and elaborating the required methods

Reading will be announced in the course

• Course title: Introduction to Migration Studies
• Number of ECTS: 3
• Course code: F3_BORSTUD-10
• Module(s): MABS 2.1 Advanced Module S1: Migration Research
• Language: EN
• Mandatory: Yes

  By carrying out the course work and actively participating in class, on completion of the course the students should gain:-      An understanding of the trends, characteristics, causes and-      effects migration-      An understanding of the different perspective involved in the governance of migration and migrant-related diversity-      An understanding of the different disciplinary lenses and focuses that can be used in the study migration-       An ability to apply this knowledge to new problems in the field of migration-      An ability to contextualize, evaluate and present empirical research and conceptual elaboration relative to the study of migration-      An ability to critically reflect and discuss topics and issues related to  migration 

After completion of this course, students should be able to discuss the following questions:What types of migration can we identify? Why is it important to discuss these? What is the state-of-the-art in migration research (perspectives, disciplines, theories, methods)? What are the dimensions in migration research? Why is it important to connect them? What could be relevant research questions in migration studies? What are the ethics of migration research? What are the future challenges to theorizing migration?

 Migration is a heavily debated topic in the political field and in the media but in the last few decades the study of human migration has also become an interdisciplinary field of study in its own right. Drawing from a number of rich disciplinary traditions coming from geography, sociology, psychology political science, law, etc. migration studies address a variety of topic concerning the movement of people and the diversity resulting from this movement.The course will offer an introduction to this field of studies and the main concepts, theories and themes relevant for the understanding and study of migration. Additionally, the course will encourage students to critically reflect on and engage with the main notions, categories and terms commonly used in political and public discourses when discussing the movement of people, problematizing their meaning and uses. 

Active participation in class and critical engagement with the readings40 percent in course work:-                          20 percent active participation-                          20 percent text work (readings)60 percent presentation and paper:

(non-exhaustive list)- Scholten, P. Ed. (2022).Introduction to Migration Studies: An Interactive Guide to the Literatures on Migration and Diversity. IMISCOE Research Series, Springer (Selected Chapters)- Crawley, H., & Skleparis, D. (2018). Refugees, migrants, neither, both: categorical fetishism and the politics of bounding in Europe’s ‘migration crisis’. Journal of Ethnic and Migration Studies, 44(1), 48-64.- King, R. (2012). Theories and typologies of migration: An overview and a primer. Willy Brandt Series of Working Papers in International Migration and Ethnic Relations 3/12, University.- Fibbi, R., Midtbøen, A. H., & Simon, P. (2021).Migration and discrimination: IMISCOE short reader.Springer Nature.(Selected Chapters)

• Course title: Umgang mit Wissen in mehrsprachigen Kontexten / Dealing with Knowledge in Multilingual Contexts
• Number of ECTS: 3
• Course code: F3_BORSTUD-13
• Module(s): MABS 2.3 Advanced Module C1: Language/s and Society/ies
• Language: DE, FR, EN
• Mandatory: Yes

Die Studierenden werden dazu angeleitet, im Umgang mit Personen anderer sprachlicher, kultureller, sozialer oder nationaler Herkunft Strategien und Praktiken zu entwickeln, welche die Kommunikation stützen und erweitern und dabei auch ihr persönliches Sprachenrepertoire zu erweitern. Als Fernziel ist angestrebt, dass sie fähig sind, als Multiplikatoren für Mehrsprachigkeit und interkulturelle Kommunikation in verschiedenen formellen und informellen Handlungskontexten zu wirken.

Nach Abschluss des Kurses sollen die Studierenden in der Lage sein:

Mehrsprachigkeit als Phänomen zu erkennen, das auf individueller, territorialer und institutioneller Ebene angesiedelt sein kann

die Faktoren, die zur Ausprägung von Mehrsprachigkeit führen (historische Entwicklungen, Sprachpolitiken, Sprachlehr-/Sprachlernprozesse…), zu erkennen und in ihrem Zusammenspiel zu erfassen

die Mehrsprachigkeit auf Länder in der Großregion und darüber hinaus zu beziehen und kritisch zu analysieren

die Verschiedenheit mehrsprachiger Kontexte zu erfassen, in mündlicher und schriftlicher Form

darauf aufbauend sinnvolle Strategien der Verständigung aufzubauen und

Linguistic Landscapes als Ausdruck der sprachlichen und kulturellen Vielfalt eines Ortes zu entschlüsseln.

 

Diese Veranstaltung ist interdisziplinär und transnational angelegt. Im Mittelpunkt steht das komplexe Phänomen der Mehrsprachigkeit in verschiedenen nationalen, regionalen, gesellschaftlichen, politischen und institutionellen Kontexten. Dabei werden verschiedene Perspektiven auf und unterschiedliche methodische Herangehensweisen an das Phänomen der Mehrsprachigkeit erkundet. Das komplexe Phänomen wird durch die regulären Lehrenden (Frau Ehrhart und Frau Lovrits) und durch Gastvorträge von ExpertInnen aus den Nachbarländern konkret erfahrbar gemacht.

20% active participation/group work (graded)

80% oral presentation and term paper (graded)