.
In spite of (or possibly, because of) a number of common characteristics (e.g. former colonial and world powers ; great immigration countries ;comparable populations etc. ) Britain and France come across as eternal 'friendly enemies' in Europe. They are commonly described as being at odds with each other in many ways, notably as regards their handling of social issues. Their approaches to migration and, above all, integration illustrate that apparent, blatant opposition. On the one hand, Universalism, which is in keeping with the spirit of the French Revolution seems- at least, superficially- to be at odds with British differentialism. The French Republic, which arose in 1792 following the Declaration of the Rights of Man and the Citizen in 1789 was built by the people, for the people. France's republican history is thereofre primarily a political construct of a community of citizens who are equal, regardless of their social, ethnic, religious or other backgrounds. During the French Revolution, Article I of the Declaration of the Rights of Man and of the Citizen targeted the division of the population into antagonistic social categories. So as to transcend those categories, the representatives of the French people decided to ignore specific affiliations in order to favour universal citizenship (Article 1 « Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. » After several returns to monarchy and the shift to the Empire under Napoleon Ist and Napoleon IIIrd in the 19th century, universalism was revived under the Third Republic (from 1870 onward), an era of democratisation and progress .The same values were to prompt the adoption of the 1905 law on the Separation of the Churches and the State. Article I of the 1958 Constitution reasserts that universalism: France shall be an indivisible, secular, democratic and social Republic. It shall ensure the equality of all citizens before the law, without distinction of origin, race or religion. It shall respect all beliefs. » One may therefore easily understand the reluctance of France towards any form of quantitative ethnic monitoring (a reluctance compounded by the experience of Nazi occupation and of the Vichy Régime) or to put in place positive discrimination measures based on ethnic criteria (cf. Veil Committee's recommendation, December 2008) like those gradually introduced across the Channel from the mid 1960s onward.
The French Republic perceives itself as a universal model and proclaims that it is 'one and indivisible'. As a result, the national community is supposed to be made up of equal citizens, not separate communities, the only acceptable dichotomy being between nationals and non-nationals (i.e. citizens and non-citizens).
Differentialism, on the other hand, is an anthropological concept, whereby the existence of groups and the differences between them (whether gender, social, racial, ethnic or religious differences) are on the whole taken for granted and are not really questioned. A common characteristic of differentialism is that an individual's perceived belonging to a group tends to take precedence over his / her personal, objective characteristics .Differentialism proved a great influence in the colonial context. Indeed, the British saw themselves as fundamentally different from other nations, let alone other 'races', making assimilation pointless and useless. Unlike the French and the Spanish, the British focused on the mercantile motive and were hardly interested in converting 'pagans' to Christianity or in attempting to assimilate them along 'British lines'. This partly explains why they were so quick in conquering huge territories. Indeed religious officials in India e.g. did not perceive British colonisation as a threat, because of Britain's reliance on indirect rule, which proved terribly efficient and came in sharp contrast with the so-called direct rule system used by the French, notably in Algeria.
With the beginning of mass, post-war, non-European immigration, it became obvious that Britain's attitude to colonial immigrants and their descent was still influenced by differentialism, although there emerged a 'liberal' (i.e. progressive) form of differentialism in the 1960s, characterised by the adoption of a specific race relations legislation. New Commonwealth immigrants were no longer deemed inferior, but fundamentally different from the rest of the population, which explains why British integration policies were so different from French ones.
However, 'Liberal differentialism', to quote French historian and demographer Emmanuel Todd co-existed with its traditional colonial version, epitomised by Tory frontbencher Enoch Powell, whose notorious anti-immigration 'Rivers of Blood' speech (1968) - a strong indictment of New Commonwealth immigration and of anti-discriminatory legislation - gained him considerable public support, including among the traditionally Labour-voting working classes.
Although the opposition between both integration models is relevant to a vast extent, it can prove sterile and should certainly by nuanced, as will be shown in this course, which shall investigate immigration and integration policies in a trans-Channel perspective from 1930 to present. It shall be established that despite seemingly diverging routes the integration of 'minorities' or 'populations d'origine immigrée' - the use of different terms is by itself probably revealing and will have to be addressed - has produced rather similar results across the Channel, especially in recent decades.
The aim of this course is to provide students with knowledge and insight into the complex relationship between Britain and the European Union, generally portrayed as a “wait and see” attitude on the part of the UK. After a brief reminder of the history of the EU, the focus will be on the British position regarding European policies (CAP, Euro, expansion v. integration), on its legal system, and on its political landscape.
Course Outline
Introduction: A brief history of the institutions of the EU/ a brief history of the 1973 membership
- The changing attitudes of political parties regarding the EU
- Britain and the Common Agricultural Policy
- Britain and the Euro
- The impact of membership on the English legal system
- The impact of membership on governing the UK: parliament, regional government, local government.
Conclusion: The debate on intergovernmentalism and supranationalism . Is Britain still an “awkward” partner?
Course materials
The official websites of the EU are to be visited, in particular europa.eu
The advantages of membership for the UK are described interactively on the website www.the-eu-and-me.org.uk/
A syllabus will be handed out on the first class.
4. Changing Environment: Individuals, Socialization, and Values
Entrepreneurship, innovation, institution, norm, public policy, social field, socialization; valuation studies; socioeconomics, sociology of profession, sciences and technologies studies, socio-legal studies.
Through classical sociological theories, we will first review a panel of concepts which deal with socialization. This last concept explains both the conformity of an individual to a society, and its creativity. If social structures, institutions, collective representations, and norms are factors of conformity, they are also infused by uncertainty, and produce new configurations (for example through innovation describes formerly as a deviance, but which finally “disrupts” structures). As both stability and change characterize society, the challenge is to explain each of them, and to understand their combination. How do individuals, society and nature interact to both reproduce and produce configurations in a more or less dynamic process?
In this perspective, the course will then present analyses developed by the sociology of sciences (the acronym “STS”, coined for “Science and Technology and Society”, now means “Science and Technology Studies”). Connected to other disciplines (history, philosophy, anthropology, political sciences, economics), this field focuses on interlinks between scientific entities (instrumentation and technical objects, theories, knowledge, mode of production, etc.) and societies (sociability, power relations, commercial standards, rules and social norms, daily way of life, ethic, what is normal, good, rational, worth, etc.). Are these links the result of a technical determinism, or a social determinism, or do knowledge and social order interact and co-evolve? For example, what lies at the heart of scientific controversies or crisis (global warming, GMO, new epidemic, nanotechnologies, etc.)? Another broad question is whether science is a specific activity (with its own law), or a political one? Throughout the course, various facets of these interlinks will be studied (from social and historic conditions which value and legitimate the “scientific” activity, to the development of scientists collective and their communication modalities, to the daily practice of science, to social and cultural influence on scientific contents, to the diffusion and expansion of science in the public sphere). Rather than definitive answers to dichotomous questions, the course studies these facets as many processes and mechanisms which explain the dynamics at work.
Subsequently, the course explores the sociology of valuation (valuation studies), which concerns the attribution and assessment of value (and a fortiori in a changing environment). We will consider intercrossing with various disciplines, through examples coming from innovation, profession, science and technology, socio-legal, and socio-economic studies. From case studies, the course considers the complementarity of STS, socio-economics and valuation studies. If a broad range of topics will be discussed, part of the lesson will be specifically devoted to entrepreneurship. Starting from classic academical literature, we will see how entrepreneurship is now identified as a multi-dimensional event, which gives a better account of uncertainties (from various point of view: economy, law, epistemology, technologies, etc.) and dynamism occurring in the process of creation.
COURSE OBJECTIVES:
- Students will gain an understanding of society evolution.
- Students will get an overview of key concepts and fundamental questions in sociology. Also, they will read quotes of seminal works in classical and contemporary academic literature.
- Students will learn how to articulate categories of thought, and will grasp the variety of research methodologies, from qualitative and quantitative ones to their intercrossing.
- Students will read and discuss a sociological text.
This course provides an introduction to the study of global migrations and their consequences for society. It deals with the following topics: categories of migration; theories of migration; migration, ethnicity and identity; the state, politics and migration; the evolution and effectiveness of migration policies; new ethnic minorities and society; migration and development of origin societies, etc. The main textbook of this course is "The Age of Migration. International Population Movements in the Modern World" (de Haas, Castles, Miller, 6th edition).
Ongoing developments in the technological landscape have led to profound changes in the way the news industry, politicians and their constituents interact. In the digital age, the influence of the media on American politics has evolved significantly and today mainstream news organizations are facing new challenges in their attempt to cover political campaigns and policy issues. Meanwhile, the techniques used by politicians to win elections, maintain power and accomplish policy objectives are also shifting. With a specific focus on contemporary presidential elections up to and including 2016, this course looks at the nature of modern American political campaigns and takes into consideration the complex relationships between major actors such as politicians, journalists and voters. The switch from party-centered politics to candidate-centered politics, reforms in campaign finance, changes in media ownership and the decline of adversarial journalism will be among some of the issues covered.
NC
NC.
Ce cours vise à proposer quelques clés de lecture pour mieux comprendre le phénomène partisan en France et dans le monde. Il est structuré en quatre parties. Dans une première partie, on aborde la question de l’articulation entre partis politiques et démocraties représentatives. On y analyse la genèse des partis politiques en Europe, les modes d’organisation des partis et la constitution de systèmes de partis autour de clivages idéologiques et sociaux. La deuxième partie est consacrée à la vie interne des partis politiques : quelle division du travail entre militants, cadres et élus ? Quels sont les profils sociaux des militants ? Quelles ressources et savoir-faire faut-il mobiliser pour devenir dirigeant ? La troisième partie s’intéresse plus particulièrement aux logiques de l’engagement, en analysant les déterminants de l’engagement dans un parti, les éléments permettant d’expliquer le maintien de cet engagement, ainsi que les logiques du désengagement. La dernière partie propose une démarche comparative. On y analysera la place des parti, leurs articulations avec les Etats, les forces sociales (mouvements religieux, groupes ethniques, patronat, mafias, etc.) et les mouvements sociaux dans d’autres régions du monde (bassin méditerranéen, Amérique latine, etc.).
Au terme de cet enseignement, les étudiants seront en mesure de situer socialement et historiquement cet objet classique de la science politique que sont les partis, tout en comprenant les variations qu’il donne à voir selon les contextes nationaux.
Mesurer les enjeux des nouveaux usages du digital et des médias sociaux
Se familiariser avec les réseaux sociaux et leur mode de fonctionnement
Décrypter les usages qu’en font les entreprises et les institutions
Acquérir les fondamentaux du référencement d'un site web et être en mesure de générer du trafic de qualité.
Professionnaliser et automatiser ses outils
Ce cours vise à accompagner les étudiants dans leur réflexion sur le choix de leur parcours de fin d’études et sur leur entrée dans la vie professionnelle. La 3ème année est une étape charnière dans l’orientation vers une voie en adéquation avec son projet de vie et ses motivations personnelles puisque les choix de parcours et de stages seront souvent déterminants pour une première expérience professionnelle réussie. Le cours proposera une méthode de travail réaliste pour construire son projet professionnel à partir de l’exploration de sa personnalité et de ses expériences, et l’élaboration de différents scénarios d’études et de carrières.
Compétences acquises à l’issue du cours :
• Utiliser des méthodes de discernement de son projet professionnel
• Développer des outils d’aide à la réalisation de son projet : réseau professionnel, CV, candidatures, lettres de motivations, etc.
• Mettre en place une organisation de travail fiable au service de son projet
• Savoir identifier et éviter les pièges des méthodes de développement personnel et des tests de personnalités non respectueux de la personne humaine
Le cours débutera par une lecture de textes anthropologiques sur la guerre : nature, définition, description des formes et rappel des différentes histoires. La guerre, vue dans toute sa diversité, sera ainsi étudiée en Afrique, Amérique, Europe, etc. Après cet examen général, il s'agira de retrouver sur internet (Gallica ou autres sources), des articles ou reportages portant sur les guerres coloniales et les autres conflits du XXe siècle. Ceux-ci seront ensuite transcrits et analysés.
Le cours se construira à partir de la progression suivante :
D'abord l'inventaire et le repérage des multiples caractéristiques de la guerre.
Ensuite, un travail d'application et d'enregistrement de quelques sources portant sur elle.
Il y aura donc acquisition de connaissances et mise en oeuvre de celles-ci sur un terrain et dans une chronologie.
Ce cours propose, à travers l’étude d’une quarantaine de tableaux (une vingtaine de tableaux espagnols et une vingtaine de tableaux HA), un panorama de la peinture espagnole et hispano-américaine, depuis 1495 jusqu’au début des années 2000.
Nous suivrons un ordre chronologique à la fois côté espagnol et hispano-américain, pour ne pas séparer les deux et suivre au contraire les évolutions des deux régions en parallèle. Pour la partie HA, il conviendra aussi de montrer que cet art, malgré d’évidentes influences occidentales (syncrétisme), existait en tant que tel et non comme un simple "calque" du Vieux Monde.
Il s’agira donc, à la fois, d’apprendre à commenter et à analyser un tableau en suivant différents paliers, puis à communiquer sous forme orale et/ou écrite cette étude et les hypothèses d’analyse issues de cette dernière; et, par ailleurs, d’enrichir sa culture générale en s’attachant au fil des tableaux analysés à étudier les symboles, le contexte social, politique et historique, et les différentes périodes artistiques et leurs caractéristiques, entre autres.
Este curso tiene como objetivo analizar la acción colectiva en América latina desde la perspectiva contemporánea de sus actores considerando los desafíos con los que se enfrentan las democracias latinoamericanas actuales en un contexto marcado por el vínculo entre globalización y neoliberalismo.
Pour tous ces cours mutualisés, les effectifs sont limités. Les premiers inscrits seront prioritaires.
Pour les cours mutualisés proposés par Sciences Po Toulouse (numéros 15, 16 et 17), 21 places sont disponibles pour chacun des trois cours pour les étudiant.e.s de Toulouse.
Pour les cours mutualisés proposés par les autres IEP (numéro 18, voir liste annexe), les places sont limitées à 2 étudiant.e.s de Toulouse par cours.
Tous ces cours mutualisés compteront au minimum 3 séances interactives synchrones et un total de 18h de cours chacun.
Tous les cours mutualisés (n° 15/16/17/18) commenceront à partir du 15/10, durant 9 semaines, à raison de 2h par semaine.
The course focuses on the five post-Soviet states of Central Asia - Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. It is structured in two sections. The first part offers an introduction to the region and will address contemporary challenges of economic transition, nation-building and political structure of the countries. The second part of the course discusses foreign policy priorities and the policies of regional and global actors towards Central Asia. Additionally, aspects such as religion, regional cooperation and other regional dynamics and problems of the local-global nexus are discussed.
Course learning outcomes:
- have a firm understanding of the role of the Russian and Soviet legacies in shaping the different pathways of the post-Soviet states in Central Asia
- critically engage with the post-communist transition literature
- comprehend the academic study and add to the policy analysis of Eurasian regime change.
Les contenus de ce cours seront transmis en espagnol et les séances interactives (3) en français. Ce cours serait donc tout à fait accessible à des étudiant.e.s comprenant bien l’espagnol à l’écrit mais qui éprouveraient certaines difficultés à l’oral.
Contenu non communiqué;
Les contenus de ce cours seront transmis en espagnol et les séances interactives (3) en français. Ce cours serait donc tout à fait accessible à des étudiant.e.s comprenant bien l’espagnol à l’écrit mais qui éprouveraient certaines difficultés à l’oral.
Contenu non communiqué;
Maximum 1 cours au choix parmi l’offre proposée par le réseau (4ECTS sur 30 ECTS).
Maximum 4 cours mutualisés (IEP Toulouse + réseau IEP confondus) au total par étudiant(e).
Sciences Po Aix
Design d’applications web et acculturation digitale FR
Shaping Global Power : The British Empire from America, Asia and Africa to Brexit EN
A quelles fins écrire l’histoire ? / Wozu und Wie wird Geschichte geschrieben? FR/GE
Vie de l’entreprise FR
Sciences Po Grenoble
Ethnographic Approaches to Family Research EN
Science in the public interest? Responsible research in the Western world EN
Crime and security EN
Sciences Po Lille
Boire, Manger, Vivre (BMV) : Culture, Environnement, Relations internationales FR
American Politics and Government EN
Hollywood’s obfuscating of racism in the North EN
Sciences Po Lyon
China’s Policy and Presence in Africa EN
The Making of Politics/ How Spin Doctors Shape our Democracy EN
Politica y sociedad en America Latina SP
Sciences Po Rennes
International Economic Law at the Edge of the 21st Century : Between unification and fragmentation of the international economic order EN
Mondialisation et droits de l’homme FR
Modern Political Radicalism EN
Sciences Po Saint-Germain
American Foreign Policy in the Trump Era EN
Communicating Climate Change EN
Sociologie de l’islamisme FR
Sciences Po Strasbourg
Grenzüberschreitende Zusammenarbeit : die kleine Außenpolitik Deutschlands
GE
EU Energy Policy From a Legal Point of View EN
L’Europe du Nord (pays scandinaves et Finlande) au XXe siècle : mythes et réalités FR
Sciences Po Toulouse
Contemporary Central Asian Politics and Societies EN
Interculturalidad: fundamentos teóricos y conceptuales, casos prácticos SP/FR
América del Sur: entre crisis de los “progresismos”, conflictos sociales y giro neoconservador (1999-2020) SP
