DEVELOPMENT AND MIGRATION STUDIES

The programme is designed to offer an overview of Africa's history in the
nineteenth and twentieth century. The course will focus on some key aspects of
the political and economic history of the continent, with particular reference to
the entanglement between state building, economic accumulation and
international trade.
Students will be also guided into some case studies aimed at exploring two main
topics: the relationship between Western governments, business groups, and
African actors in the post-colonial era; the politics of conflict, state-making and
state resistance in the borderlands of the Horn of Africa of the twentieth century;
development aid and democratization in Africa.

6 Political history of nineteenth and twentieth century Africa
6 Economic history of nineteenth and early twentieth century Africa
6 Testing the neo-colonial thesis: the politics of business in twentieth century Africa
6 State building and extraversion in independent Africa
6 Frontier politics and boundary making in the Horn of Africa

The evaluation is based upon an oral examination to be held at the end of the
course. The oral exam consists of several questions (3) aimed at ascertaining
the student's knowledge of some of the most relevant aspects of Africa's political
and economic history in the nineteenth, twentieth and early twenty-first century.
The presentation will allow students to skip the associated part of the program
General evaluation range: 18-30 (cum laude):
Evaluation criteria:
30 - 30 cum laude: full knowledge of the subject under examination. The student
shows strong critical thinking, ability to analyze problems from different
perspectives, capacity to advance innovative solutions, mastery of scientific
terminology.
27-29: advanced knowledge of the subject under examination. The student
shows critical thinking and good knowledge of historiographical categories,
making use of appropriate terminology during the examination.
22 25 a) adequate knowledge of facts, processes and core themes of the
course. The student shows some degree of critical thinking but limited capacity
to connect different phenomenons across time and space.
18-21 a) basic knowledge of the most relevant aspects treated during the
course. The student shows limited critical thinking and a basic capacity to
unpack historiographical problems.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation. For persons deprived of liberty with special
educational needs, their university path will be guaranteed also through distance
learning and e-learning, in conformity with the CNUPP 2023 Guidelines. This
ensures the continuity and personalization of their academic journey

Students are expected to read the main textbook (no.1) and two additional
reading packages (no. 2 and no. 3). For each package (no. 2 and no. 3)
students are free to choose one reading list between option A and option B.
Once choosen an option, students are expected to go through the whole
material contained in that reading list.
1 - John Iliffe, "Africans: the history of a continent", Cambridge University Press,
Cambridge, 2007, pp. 164-272
2 - Reading package. Choose one option between A and B.
Option A:
Robert L. Tignor, "Decolonization and Business: the case of Egypt", in "The
Journal of Modern History", 59, 3, 1987, pp. 479-505. Available at: https://
www.jstor.org/stable/1879858
Chibuike Uche, "Oil, British Interests, and the Nigerian Civil War", in: "The
Journal of African History", 49, 2008, pp. 111-135. Available at: https://
www.jstor.org/stable/40206616
Luca Puddu, "A contested financial frontier: Banking and Empire Building in
Eritrea, 1952-1973", in: "Africa: the Journal of the International African Institute",
91, 5, 2021, pp. 852-873. Available at: https://iris.unipa.it/retrieve/handle/
10447/539678/1297165/Pubb9-Puddu_Luca.pdf
Option B:
Tobias Hagmann, Filip Reyntjens, eds. "Aid and authoritarianism in Africa:
development without democracy", ZED Books, London, 2016 (Introduction plus
two chapters at student's discretion. Total: three chapters).
3 - Reading package. Choose one option between A and B.
Option A:
Markus Kornprobst, "The Management of Border Disputes in Africa Regional
Sub-systems: Comparing West Africa and the Horn of Africa", in "The Journal of
Modern African Studies", 40, 3, 2002, pp. 369-393. Available at: https://
www.jstor.org/stable/3876042
Luca Puddu, "State Building, Rural Development and the Making of a Frontier
Regime in Northeastern Ethiopia, 1944-1975", in "The Journal of African History,
57, 1, 2016, pp. 93-113. Available at: https://www.jstor.org/stable/44509245
Luca Puddu, "Border Diplomacy and State Building in Northwestern Ethiopia, c.
1965-1977", in "The Journal of Eastern African Studies", 11, 2, 2017, pp.
230-248. Note: the teacher will make the article available in a pre-print version
at student's demand.
Option B:
Dereje Feyissa, Markus Virgil Hoehne, eds. "Borders and Borderlands as
Resources in the Horn of Africa", James Currey, 2010 (First chapter and two
additional chapters at student's discretion. Total: three chapters).

Course objectives:
The course's aim is to present an overview of the debates on the relationships
between development, globalization, contemporary capitalism, social inequality,
patterns of conflicts and exclusion from human and citizenship rights . The
second part will deepen the current debate on metamorphosis of the nation-
state, social injustice and new forms of discrimination .

6 Development, progress, civilization. Colonialism and development. Theories and politics of development
4 Development, contemporary capitalism and the nation-state.
6 Beyond settler and natives: the logic of the nation-state, the making of minorities and ethnic expulsions.
Mamdani' general argument
6 Settler, natives and the exclusionary logic of the nation-state. The case of United States
6 Settler, natives and the exclusionary logic of the nation-state. Some Latin American cases
6 Settler, natives and the exclusionary logic of the nation-state. Comparing the cases of South Africa and Sudan
6 Settler, natives and the exclusionary logic of the nation-state. The Israel-Palestine question

Oral examination. The oral exam is based on the student's answers to 4-5
questions on the topics treated in the books/papers listed in the course's
bibliography.
Final evaluation and score will be based on verifying the knowledge,
understanding and the capacity of critical exposition of the course's topics, as
exposed during the lessons and in the texts indicated in the course's
bibliography, according to the following criteria:
30/30 cum lode: knowledge, critical understanding and linguistic exposition of
the course's topics are excellent.
27-29: knowledge, critical understanding and linguistic exposition of the course's
topics are very good.
24-26: knowledge, critical understanding and linguistic exposition of the course's
topics are good/fair.
21-23 knowledge, critical understanding and linguistic exposition of the course's
topics are a little more than sufficient.
18-20 knowledge, critical understanding and linguistic exposition of the course's
topics are just sufficient.
Less than 18 (final exam is failed): poor and unsatisfactory knowledge and
understanding of the course's topics.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.

1) H. Veltmeyer, P. Bowles (eds), The essential Guide to Critical Development
Studies, Routlege 2018 (available online), Introduction and Chapters 1,5, 12
(pp. 1-48, 84-93, 167-178) and one to choose among chapters 24,25,26,27, 28
(pp. 301-359).
2) Mahmood Mamdani, Neither Settler Nor Native: The Making and Unmaking of
Permanent Minorities, Belknap Press 2022.
3) A paper on nation-state, minorities and discrimination in Latin America, that
will be available online for the start of the course.
Erasmus students are kindly requested to contact the teacher for further
information on the course's contents and readings.
The texts for the final examination are the same both for attending and non-
attending students.

Developing countries are typically characterized by imperfect markets and by
growth processes that are discontinuous and highly volatile. The course
examines the factors underlying these challenges and the potential solutions
proposed by economic theory.
Particular emphasis is placed on both economic and non-economic dimensions
of well-being, including health, education, credit markets, labor and land
markets, climate change, sustainable development, and the role of the public
sector. Within this framework, specific attention is devoted to the challenges and
opportunities associated with sustainable development and the green transition,
with a focus on how environmental constraints and climate policies interact with
development pathways in low- and middle-income countries.
By the end of the course, students will be able to critically analyze the main
issues in development economics and interpret the theoretical and empirical
foundations underlying different development policy approaches.

3 Course organisation, introduction and key definitions
3 Market failures and public intervention: a review
3 Methodologies for measuring economic development
5 Poverty and underdevelopment
5 Economic inequality and development
4 Population growth and economic development
4 Health and economic development
4 Labour markets and development
4 Energy access and development
5 Climate change, sustainable development and Green transition

The assessment method and course programme are the same for attending and
non-attending students, and consist of a written examination and an oral
component (which will take the form of a mid-term presentation).
The written examination is graded on a 30-point scale and has a duration of two
hours. It consists of a mixed-format test including both open-ended and multiple-
choice questions. Each question is awarded a score ranging from 0 to 5 points.
The written examination is designed to assess students’ understanding of the
topics covered in the course. Questions may include the interpretation of graphs
and the solution of analytical exercises. Clarity of exposition, analytical rigor,
and appropriate use of terminology will contribute to the final evaluation.
Students will also be required to deliver a mid-term presentation on a topic
related to the course content. The presentation will assess students’ ability to
critically analyze development issues, apply the concepts discussed during the
course, and communicate their findings effectively. The evaluation criteria
include the quality of the analysis, the use of relevant evidence and sources, the
organization of the presentation, and the clarity of communication.
Regarding evaluation methods please find here below the evaluation criteria
applied during the mid-term presentation:
EXCELLENT (30-30 cum laude) Excellent knowledge of the topics, use of
language and specialized lexicon. High critic capability and critic approach.
VERY GOOD (26-29) Good knowledge of the topics, good use of language and
specialized lexicon, in addition to good capabilities to critcally interpret the
topics.
GOOD (24-25) Fair knowledge of the main topics and use of language and
specialized lexicon, limited skills to apply the knowledge in the real
contexts.
SATISFACTORY (21-23) Satisfactory knowledge of the main topics, use of
language and specialized lexicon, limited capabilities to
manage acquired knowledge;
SUFFICIENT (18-20) Basic knowledge of the main topics, limited use of
language and specialized lexicon, poor capabilities to apply the acquired
knowledge;
INSUFFICIENT (below 18) The student didn't demonstrate an acceptable
knowledge of the topics covered during the teaching activities and of the
bibliography to be studied for the exam.
The final grade will take into account performance in both the written
examination and the mid-term presentation.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.

Krugman, P., Obstfeld, M., & Melitz, M. J. International Economics: Theory and
Policy. Pearson.
Missaglia, M., & Vaggi, G. Introduction to Development Economics: An
Alternative Approach to Growth, Sustainability and Cooperation. Routledge.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation. In this case, students are kindly requested
to contact the professor for further information.

The course aims to provide the student with advanced knowledge and
understanding of the Contemporary History critical perspectives on some of the
historical literature on gender and international migration in a global perspective,
and on the contribution of this in shaping contemporary world.
Students will adopte a waste perspective in order to time, space and issues,
focusing on a critical persperctive on the migration and gender studies. Attention
will be paid to the complex nexus between processes and the international
context.

2 Orientation. Introduction to the history of migration studies
4 Globalizing European Gender History.
4 Women, gender and migration
6 Gendered Migrations and Conceptual Approaches: Theorising and Researching Mobilities
10 Understanding sex, gender, and migration studies
2 Transnational Families, Intimate Relations, Generations
2 Gendered Labour
4 Gendered Experiences of Work and Migration in Western Europe in the Nineteenth and Twentieth Centuries
6 Student presentations and class debate

Final oral assessment: The oral assessment is an exam in which knowledge and
skills in the field of study are going to be tested. Final notes go from 18 to 30
points. The student is required to answer at least 3 or 4 oral questions regarding
the whole program of study concerning the suggested books. Questions shall
assess a) Knowledge and understanding b) cognitive and practical skills c)
ability to communicate d) Making judgments
Note European Qualifications
Framework 30 - 30 cum laude a) advanced knowledge of a field of work or
study, involving a critical understanding of theories and principles b) advanced
skills, demonstrating mastery and innovation, required to solve complex and
unpredictable problems in a specialized field of work or study c) fully adequate
use of specialized language d) take responsibility for managing and innovate the
study field; 26 29 a) comprehensive, specialized knowledge within a field of
work or study and an awareness of the boundaries of that knowledge b) a
comprehensive range of cognitive and practical skills required to develop
creative solutions to abstract problems c) comprehensive use of specialized
language d) exercise management and supervision in contexts of work or study
activities
22 25 a) knowledge of facts, principles, processes, and general concepts, in a
field of work or study. b) basic skills required to accomplish tasks and *solve
problems by selecting and applying basic methods, tools, materials, and
information c) basic capacity to use specialized language d) basic capacity to
take responsibility for completion of tasks in work or study
18-21 a) basic general knowledge b) basic skills required to carry out simple
tasks c) basic capacity to communicate relevant information d) basic capacity to
take responsibility for completion of tasks in work or study. ; INSUFFICIENT The
Student hasn’t got an acceptable knowledge of the topics covered in the
teaching.
Attending students may also choose to make class presentations that will be the
object of specific evaluation (o to 3 points of bonus), and the class will be
involved in debating presentations during the lectures. Students can work in
groups of 3/4 persons, however, each student will be individually graded.
The final exam will be an oral exam on the texts indicated in the list below.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.
For persons deprived of liberty with special educational needs, their university
path will be guaranteed also through distance learning and e-learning, in
conformity with the CNUPP 2023 Guidelines. This ensures the continuity and
personalization of their academic journey.
Erasmus and non-attending students must follow the established programme
and can consult the professor for any necessary clarifications.

STUDENTS HAVE TO STUDY:

• Katharine M. Donato and Donna Gabaccia, Gender and International
  Migration, Russel Sage Foundation, New York, 2015, isbn 9780871545466, pp.
  1-38; pp. 74-184
• Anastasia Christou, Eleonore Kofman, Gender and Migration: IMISCOE Short
  Reader | Springer Nature, 2022, isbn 978-3-030-91971-9, open acces: https://
  link.springer.com/book/10.1007/978-3-030-91971-9#accessibility-information
• Linda Guerry, Françoise Thébaud, Women, gender and migration, in Clio.
  Women, Gender, History 2020/1 No 51, pages 19 to 32, https://share.google/
  Ft8eW7d7PhaZZC4YI
• Martini, Manuela. "Gendered Experiences of Work and Migration in Western
  Europe in the Nineteenth and Twentieth Centuries." The Routledge history
  handbook of gender and the urban experience. Routledge, 2017, pp. 71-83.
• . Delap L. Globalizing European Gender History. In: Motadel D, ed. Globalizing
  Europe: A History. Cambridge University Press; 2025. pp. 181-199.
  Erasmus and non-attending students must follow the established programme
  and can consult the professor for any necessary clarifications.

The course aims to provide students with essential analytical tools and
foundational economic concepts necessary to understand the evolution of
economic and social systems over time. Adopting a long-term historical
perspective, it explores the dynamics of development and economic growth from
the pre-industrial era through the twentieth century.
In particular, the course examines:

• the structural features of pre-industrial economies and the historical roots of
  divergent growth trajectories;
• the characteristics and impacts of industrialisation;
• the emergence and persistence of economic inequalities and asymmetries in
  development levels;
• the evolution of international trade and the processes of globalisation;
• the transformations of capitalism and the role of institutions;
• the function of the state and economic policy;
• and the role of key economic actors in shaping historical and contemporary
  dynamics.
  Students will develop the ability to analyse and interpret economic phenomena
  and business dynamics in historical and comparative terms. They will also be
  encouraged to critically evaluate the long-term drivers of economic change, with
  particular attention to the role of technological innovation in processes of
  development, transformation, and growth.
  By the end of the course, students will be equipped to apply the theoretical and
  historical knowledge acquired to contemporary economic issues, interpret
  development patterns across time and space, and understand the deep-rooted
  origins of current global inequalities.

2 Introduzione al corso
Obiettivi e struttura del corso
Concetti chiave: sviluppo, crescita, disuguaglianza
Indicatori e misure della disuguaglianza (nazionale e globale)
2 Teorie dello sviluppo economico
Approcci classici e contemporanei allo sviluppo
Crescita vs. sviluppo
Modelli centro-periferia
2 Metodologie per misurare la disuguaglianza
Indicatori di disuguaglianza: Gini, Palma, Theil
Disuguaglianza personale vs. tra paesi
2 Le età della globalizzazione: visione di sintesi
Introduzione al libro di Sachs
Connessioni storiche tra geografia, tecnologia e istituzioni
2 L’Età dei cacciatori e raccoglitori
Economia pre-agraria e prime forme di disuguaglianza (Sachs, cap. 1)
Risorse, mobilità e scarsità
2 L’Età agricola
Nascita dell’agricoltura e delle gerarchie sociali
Formazione dello Stato e distribuzione delle risorse
2 L’Età delle civiltà classiche
Urbanizzazione, imperi e mercati antichi
Prime istituzioni fiscali e disuguaglianze strutturali
2 L’Età mercantile
Capitalismo mercantile, imperi coloniali, schiavitù
Commercio globale e disuguaglianze intercontinentali
2 Industrializzazione e crescita diseguale
Rivoluzione industriale e divergenza tra paesi
Meccanismi di accumulazione e marginalizzazione
2 La disuguaglianza globale nel XIX secolo
L’ascesa dell’Occidente
Nascita della “grande divergenza”
2 L’Età del capitalismo industriale
Istituzioni, lavoro e nuove forme di povertà
Sindacati, welfare e politiche redistributive
2 Disuguaglianza nel XX secolo
Due guerre mondiali e redistribuzione
Il “grande livellamento”?
2 L’Età digitale e la nuova globalizzazione
Tecnologia e capitale nel XXI secolo
Nuove disuguaglianze (digital divide, capitale cognitivo)
2 Dinamiche recenti della disuguaglianza globale
Transizione post-industriale
Globalizzazione e ritorno della polarizzazione
2 Mobilità e distribuzione del reddito nel mondo
Mobilità intergenerazionale e intragenerazionale
Middle class globale e stagnazione
2 Istituzioni, Stato e politiche economiche
Stato regolatore, redistributivo e produttivo
Effetti redistributivi delle politiche pubbliche
2 Geografia e sviluppo economico
Fattori geografici e ambientali
Confronto tra visioni deterministiche e istituzionaliste
2 Capitalismo, potere e disuguaglianza
Capitalismo finanziario e concentrazione del potere economico
Proprietà, rendita e patrimoni
2 Verso una governance dello sviluppo sostenibile
Obiettivi di sviluppo sostenibile (SDGs)
Globalizzazione, equità e resilienza
2 Seminario finale e discussione interdisciplinare
Presentazioni studentesche o case studies
Discussione critica su traiettorie alternative di sviluppo

The oral test is designed to ascertain possession of the skills and disciplinary
knowledge required for the course; the lecturer will ask questions on all parts of
the programme, with reference to the recommended texts. The sufficiency
threshold will be reached when the student shows knowledge and
understanding of the topics at least in general outlines; he/she must also
possess expository and argumentative skills such as to enable the transmission
of his/her knowledge to the examiner. Below this threshold, the examination will
be insufficient. The mark is expressed in thirtieths. 30/30 cum laude Excellent
knowledge of the topics, excellent command of language, good analytical skills.
26-29 Good command of topics, full command of language. 24-25 Fair
command of the main topics and fair command of language. 21-23 Slightly more
than sufficient mastery of the main topics of the teaching and ability to present
the knowledge acquired acceptable 18-20 Minimal basic knowledge of the topics
of the discipline. insufficient - does not possess acceptable knowledge of the
content of the topics covered in the teaching. Compensatory tools and
dispensatory measures will be guaranteed by the Disability and Neurodiversity
Center - University of Palermo (Ce.N.Dis.) to students with disabilities and
neurodiversity, based on specific needs and in implementation of current
legislation.”
For persons deprived of liberty with special educational needs, their university
path will be guaranteed also through distance learning and e-learning, in
conformity with the CNUPP 2023 Guidelines. This ensures the continuity and
personalization of their academic journey.

General topics:
-(cid:9)J. D. Sachs, The Ages of Globalization. Geography, Technology, and
Institutions, Columbia University Press, 2020 (Chp. 1; Chp. 6; Chp. 7; Chp. 8;
Chp. 9). E-ISBN 978-0-231-55048-2
-(cid:9)B. Milanovic, Worlds Apart: Measuring International and Global Inequality,
Princeton, Princeton University Press, 2005 (part 1; part 2: chp. 4; chp.5; Part
3). ISBN-13: 978-0-691-13051-4
Specific topics:
-(cid:9)Alfani, G. (2024). Inequality in history: A long-run view. Journal of Economic
Surveys, 00, 1–21. https://doi.org/10.1111/joes.12616
-(cid:9)Alfani, Guido. “Economic Inequality in Preindustrial Times: Europe and
Beyond.” Journal of Economic Literature, vol. 59, no. 1, 2021, pp. 3–44. JSTOR,
https://www.jstor.org/stable/27030534.
-(cid:9)Daron Acemoglu, The End of Democratic Capitalism?: How Inequality and
Insecurity Fueled a Crisis in the West, 102 FOREIGN AFF. 172 (July/August
2023).
The complete list of readings will be given by the Instructor at the beginning of
the course. Students not attending the lectures may contact the Instructor.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings

Il corso si propone di fornire agli studenti una conoscenza e una comprensione
avanzate degli studi postcoloniali come ambito di ricerca e del relativo dibattito
negli studi storici, sviluppando prospettive globali e critiche. In una prima fase, il
corso affronterà alcuni aspetti teorici e metodologici relativi all’approccio
postcoloniale alla storia contemporanea. In una seconda fase, si concentrerà
sulla storia della decolonizzazione in una prospettiva globale. Gli studenti
saranno chiamati a riflettere sul modo in cui la storia globale si rapporta alla
storia imperiale e coloniale globale, alla storia della decolonizzazione, al
postcolonialismo e, più in generale, alla critica dell’eurocentrismo. Le letture e le
discussioni si concentreranno su diversi approcci concettuali a temi e processi
cruciali. Particolare attenzione sarà dedicata al complesso nesso tra tali
processi e il contesto internazionale, discutendo criticamente le ripercussioni
economiche della decolonizzazione, il suo impatto sulle strutture del potere
internazionale, il ruolo delle donne nei movimenti anticoloniali e nei processi di
decolonizzazione, nonché le eredità e le memorie della decolonizzazione.

2 Introduzione al corso
6 La storiografia postcoloniale
4 La Global history e la storia del mondo postcoloniale
4 La Global history: i concetti e lo studio della storia
4 La decolonizzazione: eventi, dinamiche, protagonisti
4 La decolonizzazione: i protagonisti
4 La decolonizzazione: aspetti chiave, casi di studio, contesti regionali e imperiali
2 Economie della decolonizzazione
2 Genere e decolonizzazione
4 Decolonizzazione e politica mondiale
4 Eredità e memorie

Colloquio orale volto ad accertare il possesso delle competenze e delle
conoscenze disciplinari previste dal corso e la capacità di contestualizzare e di
esporre gli argomenti.
Distribuzione dei voti
30 - 30 e lode: eccellente; ottima conoscenza degli argomenti, ottima capacità di
usare il linguaggio specialistico, capacità di analisi avanzata e comprensione
critica di teorie, principi e concetti, lo/la studente/ssa è in grado di applicare le
sue conoscenze per risolvere problemi 27-29: molto buono; pieno possesso di
un oggetto di studio, pieno uso del linguaggio specialistico, lo/la studente/ssa è
in grado di comprendere testi complessi 25-26: buono; a) Buona conoscenza di
fatti, principi, processi e concetti dell’insegnamento, buona padronanza del
linguaggio specialistico, lo/la studente/ ssa è in grado di comprendere le idee
principali di testi complessi, dimostra buona capacità di identificare i diversi tipi
di fonti. 21-24: soddisfacente; conoscenze generali accettabili, competenze
accettabili nella comprensione delle principali idee di testi semplici, capacità
accettabile di comunicare informazioni rilevanti 18-20: sufficiente; conoscenza di
base dei principali temi di insegnamento e del linguaggio tecnico, molto poca o
nessuna capacità di applicare le conoscenze acquisite in modo indipendente <
18: insufficiente; scarsa comprensione, poca conoscenza e idee molto confuse.
Per gli studenti con disabilità e neurodiversità saranno garantiti gli strumenti
compensativi e le misure dispensative individuate, dal CeNDis - Centro di
Ateneo per la disabilità e la neurodiversità, in base alle specifiche esigenze e in
attuazione della normativa vigente.

Required readings:
-(cid:9)Jansen, J.C. & Osterhammel, J., (Translated by Riemer, J.), "Decolonization. A
Short History", Princeton University Press, Princeton and Oxford, 2019, pp.
1-272.
Two essays to be chosen from the following list:
-(cid:9)Frederick Cooper, "Postcolonial Studies and the Study of History", in "The New
Imperial Histories Reader" edited by Stephen Howe, Routledge, 2009, pp. 75-91
Sebastian Conrad, “Positionality and centered approaches”, in Sebastian
Conrad, "What is Global History?", Princeton University Press, Princeton and
Oxford, 2016, pp. 162-184
Sebastian Conrad, “World-making and the concepts of global history”, in
Sebastian Conrad, "What is Global History?", Princeton University Press,
Princeton and Oxford, 2016, pp. 185-204
-(cid:9)Natalya Vince, “Colonial and Post-Colonial Identities: Women Veterans of the
Battle of Algiers”, in French History and Civilization n. 2, (2009), pp. 153-168
-(cid:9)Todd Shepard, “Decolonization”, in “The Routledge Global History of
-(cid:9)Feminism” edited by Bonnie Smith and Nova Robinson, Routledge, 2022. p.
336-349,
-(cid:9) - Stuart Hall, “When was ‘the post-colonial’? Thinking at the limit” in “The post-
colonial question. Common Skies, Divided Horizons”, Iain Chambers
-(cid:9)and Lidia Curtis (eds), Routledge, 1996, pp. 242-260.-(cid:9)
Non-attending and attending students are invited to contact the lecturer in case
of special needs. Erasmus students are kindly requested to contact the teacher
for further information on course contents and readings

Educational Objectives
The goal of the course is to give students critical tools to know, understand and
put in practice an approach useful to cope with consequences deriving by the
nexus working between human vulnerability reduction policies, building
resilience interventions, risk reduction strategies and the Neoliberal
Governmentality, in sustainable development and humanitarian real contexts.

20 Deconstructing Development Discourse: Gender, Social Right in Neoliberal Governmentality
20 Securitization, Vulnerability, Resilience, and Risk management in post-development paradigm
20 Students' presentations

Attending and non attending students will be evaluated trough an oral exam.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.
EVALUATION METHODS
EXCELLENT (30-30 cum laude) Excellent knowledge of the topics, excellent
use of language and specialized lexicon, excellent critic capability, and skill to
apply acquired knowledge and critic approach to carry on context analysis;
VERY GOOD (26-29) Good knowledge of the topics, good use of language and
specialized lexicon, and good capabilities to apply acquired knowledge in real
contexts;
GOOD (24-25) Good knowledge of the main topics, fairly good use of language
and specialized lexicon, limited skills to apply the knowledge in the real contexts.
SATISFACTORY (21-23) Poor knowledge of the main topics, satisfactory use of
language and specialized lexicon, poor capabilities to manage acquired
knowledge;
SUFFICIENT (18-20) Basic knowledge of the main topics, limited use of
language and specialized lexicon, limited capabilities to apply the acquired
knowledge;
INSUFFICIENT The Student hasn’t got an acceptable knowledge of the topics
covered in the teaching.

For non-attending and attending students:

• CORNWALL A., EADE D. (eds.), Deconstructing Development Discourse.
  Buzzwords and Fuzzwords, Practical Action Publishing - Oxfam GB, 2010, ISBN
  9-781853-397066
• Mark Duffield, Development, Security and Unending War, Polity Press,
  2010, ISBN 978-0-7456-3580-4

The module has the objective to expose students to the main issues under
debate in Interna-tional economics, including national and regional economic
growth and economic policy.
Students will be able to understand, critically assess and present these issues
according to the standards of the economic profession.
Mechanisms and dynamics of the main economic variables will be examined in
detail, based on data provided by international and national databases and in a
comparative per-spective: Gross domestic product, Value added, Private and
public consumption, Private and public investment, Employment and
unemployment, Interest rates, Taxation, Public spend-ing, Public debt,
International trade theory Imports and exports, Foreign direct investment,
Exchange rates, Protectionism and free trade.
Every session will include class exercises, to enhance the students’ learning
skills.

6 Imports and Exports. International Trade Theory: Comparative advantage (Ricardo)
6 Trade balance, Foreign direct investment, Trade Policy, and the Balance of Payments (Part I)
6 Trade balance, Foreign direct investment, Trade Policy, and the Balance of Payments (Part II)
6 Exchange rates determination, Internationalisation, Free trade and Protectionism
6 Imports and Exports. International Trade Theory: Factor endowment (Hecksher-Ohlin)
6 Imports and Exports. International Trade Theory: Technological gap (Posner)
4 Imports and Exports. International Trade Theory: Product-Cycle (Vernon & Hirsch)

Written test and oral exam.
A written online test will be based on International Trade Theory and
International Monetary Economics.
The oral exam will discuss the theoretical and instrumental knowledge acquired
throughout the course.
The exam will evaluate:

• The overall quality of the case study presentation, in terms of communicative
  effectiveness
• Understanding concepts and synthesis skills
• Theoretical and international background.
  For each of these elements, a score from 6 (sufficient, satisfactory) to 10
  (excellent) will be awarded, which, in additive form, will represent the overall
  evaluation on the traditional 18-30/30 scale.
  The International Economics exam will then be passed if the student scores
  above or equal to 18/30.
  Grades 18-20 will certify minimum basic knowledge of the language and subject
  matter and little or no ability to independently apply the acquired tools.
  A limited ability to apply the acquired basic knowledge will be graded 21-23.
  Grades 24-26 will be associated with basic knowledge of the main topics and
  discrete language skills, with limited ability to independently apply the acquired
  knowledge.
  Grades 27-29 will be gained through good mastery of the arguments, full
  ownership of language and the ability to apply the acquired instrumental
  knowledge.
  Grades 30-30 and praise will be given to cases of excellence, characterized by
  excellent knowledge of the topics discussed and critical ability in the analytical
  assessment of the issues studied in current and prospective terms.
  Compensatory tools and dispensatory measures will be guaranteed by the
  Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
  students with disabilities and neurodiversity, based on their specific needs and
  in implementation of current legislation.

International Economics handouts will be made available on the unipa.it website.
The main reference will be Krugman, Obstfeld, Melitz, International Economics:
Theory and Policy, ISBN-13: 978-0-13-214665-4, especially Part 1 and 3.
Main economic statistic data in use will be by the World Bank, International
Monetary Fund, Eurostat, European Central Bank and, for Italy, Istat and Banca
d’Italia
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.

Il corso si propone di fornire agli studenti una approfondita conoscenza del
contenuto e del funzionamento del diritto internazionale dei diritti umani, del
diritto internazionale umanitario e del diritto internazionale penale. Particolare
attenzione sara' dedicata
allo studio di casi attuali.

6 L’evoluzione storica della tutela internazionale dei diritti del’uomo e del diritto internazionale umanitario
3 Il rapporto tra diritti umani e diritto internazionale umanitario: aspetti teorici e prassi internazionale
8 Il diritto internazionale umanitario: fonti e regole
8 Il diritto internazionale umanitario: forme di controllo e responsabilità
8 Diritto internazionale penale: storia e scopi nella comunità internazionale contemporanea
4 Diritto internazionale penale: crimini di guerra, crimini contro l'umanità, genocidio, aggressione
3 Casi e sfide attuali

Esame orale, con valutazione in trentesimi.
Griglia di valutazione:

• Esito eccellente: 30-30 e lode. Corrisponde a un’ottima conoscenza dei temi
  del corso, un’ottima proprieta' di linguaggio, e un’ottima capacita' di
  argomentare in modo autonomo, critico e creativo.
• Esito molto buono: 26-29. Corrisponde a una buona conoscenza dei temi del
  corso, una buona proprieta' di linguaggio, una discreta capacita' di argomentare
  in modo autonomo.
• Esito buono: 24-25. Corrisponde a una discreta conoscenza dei temi principali,
  una discreta proprieta' di linguaggio, una limitata capacita' di argomentazione
  autonoma.
• Esito soddisfacente: 21-23. Corrisponde a una limitata conoscenza di base dei
  temi del corso, una sufficiente proprieta' di linguaggio, una scarsa capacita' di
  argomentazione autonoma.
• Esito sufficiente 18-20: La soglia della sufficienza sara' raggiunta quando lo
  studente abbia una minima conoscenza di base dei temi del corso, una minima
  proprieta' di linguaggio, una scarsa capacita' di argomentazione autonoma.
  Al di sotto di tale soglia, l’esame risultera' insufficiente.
  Per gli studenti con disabilità e neurodiversità saranno garantiti gli strumenti
  compensativi e le misure dispensative individuate, dal CeNDis - Centro di
  Ateneo per la disabilità e la neurodiversità, in base alle specifiche esigenze e in
  attuazione della normativa vigente.
  L'esame finale, per gli studenti frequentanti, si baserà sui materiali indicati dal
  docente durante il corso. Per tale ragione, la frequenza è vivamente
  raccomandata.

Antonio Cassese and Paola Gaeta (eds), Cassese's International Criminal Law,
parts I & II
Ben Saul and Dapo Akande (eds) The Oxford Guide to International
Humanitarian Law, chapters 1-2-6-7-8-10-11-13-15-16-17

The course aims to provide students with the fundamental theoretical,
methodological, and practical knowledge of International Social Work, with
particular attention to the interconnections between development, migration,
social justice, and human rights in a global context.
The course explores the main theories and paradigms that underpin
international social work and migration studies, examining migration as a
complex social, economic, political, and cultural phenomenon shaped by global
inequalities and development processes. Particular attention is devoted to the
analysis of the structural and individual factors influencing migration in countries
of origin, transit, and destination, as well as to the multiple trajectories and
experiences of migrants across different geographical and social contexts.
Students will critically examine the diverse responses of welfare systems, social
policies, and social work practices adopted by European and international
institutions to address migration and mobility. The course also investigates the
role of international social workers in promoting social inclusion, protecting
human rights, supporting vulnerable populations, and fostering sustainable
development and intercultural dialogue.
Through the integration of theoretical perspectives and empirical evidence,
students will develop the capacity to analyse migration and development
processes from local, transnational, and global perspectives, acquiring the
competencies necessary to operate effectively in multicultural and international
social work settings.

5 International Social Work: concepts, Issues, and Organizations
3 Global social issues: understanding and influencing global policy
4 Values and ethics for international Professional Action
6 Poverty, migration, human mobility
3 ISW and migrations
3 Social Work with Refugees and Migrants in Italy
4 Decolonizing international intervention
3 ISW and climate change
3 ISW and disaster management
6 Identification and Assessment of Intercultural Competence

Oral exam; written ongoing test.
EVALUATION METHODS
The result of the test will be considered:
EXCELLENT (30-30 cum laude) if the student will show excellent knowledge of
the topics, excellent property of language, good analytical capacity, and the
ability to apply the knowledge to solve the problems submitted;
VERY GOOD (26-29) if the student shows good mastery of the subject, full
property of language and the ability to apply the knowledge to solve the
problems submitted;
GOOD (24-25) if the student will show to have basic knowledge of the main
topics, fairly good property of language, limited ability to independently apply the
knowledge for the solution of the problems submitted;
MORE THAN SUFFICIENT (20-23) if the student will show not to have full
mastery of the main arguments but a good understanding of the same,
satisfactory property of language, lack of ability to independently apply the
knowledge acquired;
SUFFICIENT (18-19) where the student will show minimum basic knowledge of
the main teaching and technical language issues, minimum ability to apply the
knowledge acquired;
INSUFFICIENT if the student does not have an acceptable knowledge of the
contents of the topics covered in the teaching.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.

1. E. Ammann Dula, S. Rao Dhananka, P. Rudin & R. Truell (2024), Social Work
as a Global Profession. Handbook for Teaching and Learning The International
Federation of Social Workers (open access).
2. A text of the student’s choice from the following two:
2.1 R. T. Di Rosa (2021). International Social Work: Professional Debates about
Global and Local Practices. In V. Favarò, & S. Marcenò (a cura di), Rethinking
Borders. Decolonizing Knowledge and Categories (pp. 129-153) (open access).
2.2 H. Reich & R.T. Di Rosa, New Comers as Agents for Social Change: A
Handbook for Social Work in the Field of Migration. Learning from the Italian
Experience. ()open access)
3. In addition to the recommended textbooks, at the end of the lectures students
will be provided with a selection of supplementary reading on various topics
related to the subject, together with guidance on how to use these materials
effectively in their exam preparation. Students will be able to choose a topic or
thematic area to explore more deeply and integrate with the general course
content, to be discussed during the final exam.
Other materials for discussion and in-depth study of the topics covered will be
shared through international seminars and will form an integral part of the
examination programme.
All suggested articles and texts will be shared on the UNIPA portal and are
available to students.
The examination programme is common to both attending and non-attending
students. Non-attending students must inform the lecturer of their decision at
the start of the course; in addition to the examination texts, they will be required
to study the materials shared in class and uploaded to the portal.At the end of
the course, the course slides and further reading material offered during the
lectures will be available on the portal and will form an integral part of the
examination also for non-attending students.
For both, it is essential to register for the discipline on the UNIPA portal, which
will be the official information channel between lecturer and students and the
institutional place for sharing study materials.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.

The course aims to acquire knowledge of the notion of tradition in law and to
understand different legal traditions of the world; the foundation for a deep
understanding of legal tradition from an historical and comparative perspective.
In contrast to the positions which emphasize differences and
incommensurabilitiy between legal traditions, the course will bring the student to
formulate her/his own vision on how law had been, throughout history, the
product of a rich dialogue between local and global legal forms.
Traditions will be identified, but not in definite form. This also explain the choice
of the Author of the text book (H. Patrick Glenn), chosen as primary reference,
to use the indefinite article "a" to name each legal tradition.
The student will learn that all legal systems are dialogic, dynamic and
interactive. So a theory of traditions is contemplated, but not constructed.
Learning about tradition is taken to be a process of learning from tradition.
Whether this is possible is taken to be a matter of practice.

2 A theory of tradition: tradition and time, tradition as information, the changing presence of the past, tradition
and corruption.
2 Between traditions: identity, persuasion and survival. Tradition races and states; protecting identity; persuasive
authority; creating new and old epistemic communities; commensurability; universalizing, ruling the world
trough truth; globalization; the State and the new diasporas.
2 A chthonic legal tradition; the web of beliefs; law's domain, reason's domain, law and the cosmos; change and
the natural world; chthonic ways and other ways; chthonic and other identities; the state as middle ground;
chthonic topics; chthonic peoples, states and human rights.
2 A talmudic legal tradition; tradition and revelation; the divine law and its application; sources, text and reason's
style; the individual in the Talmud; Talmud, the Divine will and change; schools, traditions and movements;
Talmud and corruption; Talmudic Law and State Law; Talmudic Law and jewish identity.
2 A civil law tradition; the centrality of the person; sources and institutions; substantive and secular law; roman
law and law in Europe; the rationality of the Codes; law's expansion; law's expression; the person and the
growth of rights; law as reason's instrument; positive law and positive science; revelations, systems language
and interpretation; civil law and comparative law.
2 An islamic legal tradition; a tradition rooted in later revelation; the shari'a: sources; Qadi justice and mufti
learning; substantive shari'a; shari'a and kalam, Ijma, the hadith and revelation; islamic texts and islamic
reason: the role of ijtihad; the individual in the shari'a; irma and change; schools and schism; subtle change,
reopening the door of endeavour; islam and the world; the umma and its protection; the islamic diaspora.
2 A common law tradition: the ethic of adjudication; origins and development; judges and lawyers; the secreted
law; formal limit and informal accommodation; communal relations; right reason; changing secreted law;
changing fundamentals; procedure; changing thought; common law and states; the practice of multiple law;
western law in the world; western law and corruption.
2 A hindu legal tradition; a tradition of distant revelation of vedas, sisters and commentaries; poetic justice; poetic
law; Karma, Dharma and the King; tolerating change; time and Brahaman; Sadachara and Schools; change
through law; tolerating others; hindu identity; hindu law in India.
2 A confucian legal tradition; a tradition of persuasion; on li and fa; imperialism institutions; li in East Asia;
Confucian ways; Confucianization; Li, social harmony and right; Change and the Eternal Empire; East Asian
time and space; Confucian corruption; East Asia as centre of the world; East Asian identities; Layered tradition;
western law in East Asia, Socialist law in East Asia; rights and confucian tradition.
2 A case study
4 Reconciling legal traditions: sustainable diversity in law; internat tradition vs. lateral traditions; the normatively
of tradition; complex traditions; bivalence and multivalence; the ways of diversity.

2 Class reading of scholarly writings defining "legal tradition".
2 Legal transplants and diffusion of law and models. A case
2 European identities, protecting identity. A case
2 Class reading of scholarly writings

2 A chthonic legal tradition: docufilm and class discussion
2 Talmudic examples: docufilm and class discussion
2 The islamic legal tradition: docufilm and class discussion
2 The judge made law and the trial: movie and class discussion

For both attending and non attending students the assessment methods consist
on:
ONGOING WRITTEN TEST: divided into 4 or 6 open questions and/or a short
essay or a presentation; It aims at determining the possession of all the
provided skills, capacity and expertise. Clear, defined and uniquely interpretable
questions will allow both the autonomous formulation of the answer by the
student and the comparability of the works by the teacher, in accordance with
predetermined criteria for correction and the fact that this is not a test for
comparative evaluation in the strict sense . The vote will be expressed in
thirtieths according to the criteria pointed out below also for the oral examination.
FINAL ORAL EXAMINATION: The candidate must answer at least two/three
questions posed orally, on all parts covered by the program, with reference to
the recommended texts. Final assessment aims to evaluate whether the student
has knowledge and understanding of the topics, has acquired jurisdiction to
interpret and independent judgment.
EVALUATION METHODS
The result of the test will be considered:
EXCELLENT (30-30 laude) if the student will show excellent knowledge of the
topics, excellent property of language, good analytical capacity, and the ability to
apply the knowledge to solve the problems submitted;
VERY GOOD (26-29) if the student shows good mastery of the subject, full
property of language and the ability to apply the knowledge to solve the
problems submitted;
GOOD (24-25) if the student will show to have basic knowledge of the main
topics, fairly good property of language, limited ability to independently apply the
knowledge for the solution of the problems submitted;
MORE THAT SUFFICIENT (23-20) if the student will show not to have full
mastery of the main arguments but a good understanding of the same,
satisfactory property of language, lack of ability to independently apply the
knowledge acquired;
SUFFICIENT (18-19) where the student will show minimum basic knowledge of
the main teaching and technical language issues, minimum ability to apply the
knowledge acquired;
INSUFFICIENT if the student does not have an acceptable knowledge of the
contents of the topics covered in the teaching.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation

The indication of basic readings and studies is merely illustrative. Other texts,
even other than those mentioned, which develop the topics of the program of
the course, can (and should) be used by students. Where necessary and based
on the needs of the class, or to fill gaps on the preliminary knowledge, further
readings will be suggested during the lessons. Other material-as far as possible
distributed during the lessons- will also be used, coming from different legal
experiences examined. All the materials distributed during the class will be
uploaded on the teacher-course’s web page in the teaching material's section.
For the course:
H. Patrick Glenn, Legal Tradition of the World, Firth Ed., 2014, Oxford
University Press, ISBN: 9780199669837
For those students who have not attended a course of comparative law in the
previous years, one or more of the preliminary readings indicated below are
suggested.
In English:
The Oxford Handbook of Comparative Law, Second Edition, Edited by Mathias
Reimann and Reinhard Zimmermann, 2012, ISBN: 9780198810230. In
particular, PART I and PART II (only ch. 11 to 16).
or
S. Ragonese-G. Smorto, Comparative Law, A Very Short Introduction, 2023,
Oxford University Press, ISBN o EAN 9780192893390
The program is common to attending and non-attending students. For both, it is
essential to register on the UNIPA page devoted to the course, which will be the
official information channel between the professor and students and the
institutional place for sharing materials.
At the end of the course, the course slides and further reading instructions
offered during the lessons will be available on the page, which will form an
integral part of the exam even for non-attending students.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.

The course aims to provide students with the necessary tools for reading,
analyzing and interpreting the history of the contemporary Middle East and
North Africa. A history that the course intends to present and interpret through
the so-called dynamics of contention and related practices. The so-called "Arab
springs" have been considered the beginning of a transition process for some
Arab countries and in recent years there has been a large production of books
and articles has investigated these events focusing mainly on events from 2011
onwards and / or by adopting a single, narrow perspective. A deeper and
broader comparative historical approach is needed to investigate and underline
both the similarities and differences between different countries and their
revolutionary and revolutionary-like events / paths, shedding light on the "under-
studied history of contention" in the region .
The course program will focus on the Near East and North Africa, with particular
reference to Algeria, Tunisia, Egypt, Lebanon, Palestine and Iraq, also with
specific references to the Gulf countries (eg Bahrain). The dynamics of social
contestation of student, youth and workers movements as well as of Islamist
movements and various forms of nationalist party of these realities will be
presented. The historical range identified will go from 1914 until 2011, and within
this period the events considered most impacting on regional and national
history will be selected. The aim of the course is to relocate the events of this
"under-studied history of contention" in the broader and already studied history
of North African and Middle Eastern countries.
At the end of the course students should be able to:
1) read, analyze and critically comment on the proposed texts;
2) to refine the ability to analyze and understand the historical and political facts
of the region;
3) carry out analysis relating to the social, cultural and political transformations
of the region and in the given historical period;
4) acquire useful tools for understanding current events

2 Middle East and North Africa history of contentious politics and understudied history. Orientalism and Neo-
Orientalism: An introduction
4 The collapse of Ottoman empire and the spread of Arab revolt between 1914 and 1918. WWI and its
consequences
2 Egypt and nationalism: The Wafd case and the Muslim Brotherhood
2 Creating Iraq from above and experiencing revolts from below: the 1920 revolt (or revolution?) in Iraq
2 The way towards the Nakba: Intifadat, uprisings and revolts in Lebanon, Syria and Palestine before 1948
4 Nationalists, Islamists, labour movement, students, and women movements in Egypt under the monarchy,
paving the way towards the 1952 Free officers’ revolution
2 Gamal ‘Abd al-Nasser coup and the hegemonic incorporation of labour movement. Pan-Arabism and Pan-
Islamism in Nasser ‘discourse
2 Algeria: the bloody way towards independence. The revolutionary and vanguardist experience of the FLN
2 Ba'ath: origins and evolution in Syria and Iraq
2 A regional turning point for Islamist movements: the 1967. Focus on Egypt: Leftists, Brotherhood, Terrorism
2 Forgotten riots: strikes and demonstrations in the Arabian peninsula and in the Gulf during 70’s and 80’s.
2 1979: causes and characteristics of the Iranian revolution. Revolts, revolution, protests in a non-Arab scenario.
2 1979 and its regional consequences: The case of Hezbollah
2 Bread riots in north Africa during the 70's and 80’s: causes and aims. Focus on Egypt
2 The “first” Intifada in Palestine: from 1987 until 1991
2 Taking on the far enemy: al-Qaeda and the jihadi salafism
2 Paving the way towards the “Arab uprisings”. the new millennium revolts: the case of Egypt
2 Paving the way towards the “Arab Uprisings”: the new millennium revolts: the case of Tunisia

The final exam has the aim to verify the skills acquired, in particular the ability to
critically analyze the proposed texts. The exam will consist of an oral interview
aimed at determining the possession of the disciplinary knowledge and skills
required by the course by verifying both the theoretical knowledge of the texts
and, above all, the student's ability to interpret texts from a critical point of view.
For non-attending students, a meeting with the teacher is considered necessary
before the exam in order to define an adequate shared program.
Regarding evaluation methods please find here below the evaluation criteria
applied during the oral exam:
EXCELLENT (30-30 cum laude) Excellent knowledge of the topics, use of
language and specialized lexicon. High critic capability and critic approach.
VERY GOOD (26-29) Good knowledge of the topics, good use of language and
specialized lexicon, in addition to good capabilities to critcally interpret the
topics.
GOOD (24-25) Fair knowledge of the main topics and use of language and
specialized lexicon, limited skills to apply the knowledge in the real
contexts.
SATISFACTORY (21-23) Satisfactory knowledge of the main topics, use of
language and specialized lexicon, limited capabilities to
manage acquired knowledge;
SUFFICIENT (18-20) Basic knowledge of the main topics, limited use of
language and specialized lexicon, poor capabilities to apply the acquired
knowledge;
INSUFFICIENT (below 18) The student didn't demonstrate an acceptable
knowledge of the topics covered during the teaching activities and of the
bibliography to be studied for the exam.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation

Obbligatorio/Compulsory:
John Chalcraft, Popular Politics in the Making of the Modern Middle East.
Cambridge: Cambridge University Press, 2016 (with the exclusion of chapter 2,
namely from page 54-197). ISBN 9780521189422
Amin Allal, "Becoming Revolutionary in Tunisia, 2007-2011." in Joel Beinin and
Frédéric Vairel (ed.), Social Movements, Mobilization, and Contestation in the
Middle East and North Africa, Stanford: Stanford University Press, 2013, pp.
185-204. ISBN 9780804775250
Non-attending students, are kindly invited to enter in contact with the professor
within 2 months after the beginning of the course in order to define exam
preparation and study methods. Non-attending students are required to study
"Popular Politics in the Making of the Modern Middle East" and will be assigned
an additional bibliography on the basis of the selected topic.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation. In this case, students are kindly requested
to contact the professor for further information.

This course sets out to give students the conceptual vocabulary and the critical
habits needed to think rigorously about one of the defining political questions of
our time: how human societies imagine, govern, and contend over “nature,” and
how the benefits and burdens of the living world come to be shared among
people, places, and other species. Rather than transmitting a settled body of
doctrine, it treats the politics of nature as a field of open and consequential
disagreement, and trains students to move through that disagreement with
philosophical precision.
Its first aim is conceptual: to unsettle the apparent obviousness of “nature” and
“the environment” by showing how much political and ethical work these words
quietly perform. From there the course aims to give students a working
command of the debates that organise the field — the Anthropocene and its
critics, the contest between anthropocentric and non-anthropocentric ethics, and
the principles of environmental and climate justice — so that they can
reconstruct each position fairly before they assess it.
A second aim is integrative, and specific to this Master. The course deliberately
reads environmental questions through the lens of development and
displacement, asking who pays for ecological degradation, how appeals to
nature are mobilised to erect borders and govern mobility, and how conservation
can at once protect and dispossess. By the end, students should be able to
move confidently between abstract argument and concrete case — from Jonas's
ethic of responsibility to the eviction of communities from protected areas, from
the rights of nature to the predicament of climate refugees.
Finally, the course aims to form a particular kind of thinker: one who can read a
primary text closely, weigh competing values without lapsing into either
relativism or dogmatism, and defend a position. The intention is less to tell
students what to conclude about the politics of nature than to make them
capable of arguing about it well.

3 Introduction: Why Protect Nature? Optimists, Pessimists, and the Concept of Nature
3 The Anthropocene and Its Critics
3 Environmental Ethics I: Anthropocentric Ethics
3 Environmental Ethics II: Beyond the Human
6 Conservation Science: What It Is and How It Is Done
6 Indigenous Peoples and Local Communities: Rights, Knowledge, and Benefit-Sharing
3 The Rights of Nature
3 Environmental Justice I: History and Principles
3 Environmental Justice II: Climate Justice, Climate Refugees, and Ecobordering
3 Ecofeminism
4 Cinema Lab / Invited experts

Oral exam + in-class presentations and discussion for ATTENDING students.
Oral exam for NON-ATTENDING students.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.
SEE BELOW FOR DETAILS ON THE COURSE MATERIALS TO STUDY FOR
THE EXAM.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center – University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.
Evaluation criteria
EXCELLENT (30–30 cum laude): excellent knowledge of the topics, excellent
use of language and specialized lexicon, excellent critical capability, and skill to
apply acquired knowledge and critical approach to carry out context analysis.
VERY GOOD (26–29): good knowledge of the topics, good use of language and
specialized lexicon, and good capability to apply acquired knowledge in real
contexts.
GOOD (24–25): good knowledge of the main topics, fairly good use of language
and specialized lexicon, limited skills to apply the knowledge in real contexts.
SATISFACTORY (21–23): basic knowledge of the main topics, satisfactory use
of language and specialized lexicon, limited capability to manage acquired
knowledge.
SUFFICIENT (18–20): basic knowledge of the main topics, limited use of
language and specialized lexicon, limited capability to apply the acquired
knowledge.
INSUFFICIENT: the student has not got an acceptable knowledge of the topics
covered in the teaching.

ATTENDING STUDENTS
Students attending at least 70% of the course will be evaluated on the basis of:
•(cid:9)an oral presentation on one of the class readings, to be discussed and agreed
with the professor;
•(cid:9)an oral exam on the following texts:
— Tallis, H. & Lubchenco, J. (2014). “Working together: A call for inclusive
conservation.” Nature, 515(7525), 27–28.
— Benson, J. (2000). Environmental Ethics: An Introduction with Readings.
London and New York: Routledge — ch. 1, “Environments and Environmental
Ethics,” pp. 8–29.
— DesJardins, J. R. (2013). Environmental Ethics: An Introduction to
Environmental Philosophy. Boston: Wadsworth (5th ed.), ch. 5, pp. 95–122.
— Sodhi, N. S. & Ehrlich, P. R. (eds.) (2010). Conservation Biology for All.
Oxford: Oxford University Press — ch. 1, Meine, C., “Conservation Biology: Past
and Present,” pp. 7–22.
— Sodhi, N. S. & Ehrlich, P. R. (eds.) (2010). Conservation Biology for All.
Oxford: Oxford University Press — ch. 14, Claus, C. A., Chan, K. M. A. &
Satterfield, T., “The Roles of People in Conservation,” pp. 262–283.
— Gilbert, J. (2018). Natural Resources and Human Rights: An Appraisal.
Oxford: Oxford University Press — ch. 1, “Sovereignty, Self-determination, and
Natural Resources: Reclaiming Peoples’ Rights,” pp. 12–31.
— Tănăsescu, M. (2022). Understanding the Rights of Nature: A Critical
Introduction. Bielefeld: transcript Verlag — ch. II, “Rights Meet Nature,” pp. 19–
46.
— Schlosberg, D. (2007). Defining Environmental Justice: Theories,
Movements, and Nature. Oxford: Oxford University Press — ch. 1, “Defining
Environmental Justice,” pp. 1–22.
— Rosignoli, F. (2022). Environmental Justice for Climate Refugees. London:
Routledge — ch. 1, “‘Climate Refugees’: Toward the Construction of a New
Subjectivity,” pp. 1–30.
— Davion, V. (2001). “Ecofeminism.” In D. Jamieson (ed.), A Companion to
Environmental Philosophy. Malden, MA: Blackwell, pp. 233–247.
NON ATTENDING STUDENTS
Non-attending students are assessed through an oral exam on the content of
the following texts:
— Hull, R. B. (2006). Infinite Nature. Chicago: University of Chicago Press (the
whole book).
— Rosignoli, F. (2022). Environmental Justice for Climate Refugees. London:
Routledge — ch. 1.

Il corso permette di acquisire conoscenze fondamentali nel campo della
geografia critica delle migrazioni legata agli spazi marittimi, attraverso la
prospettiva delle geografie postcoloniali, decoloniali e ambientali/blu
(environmental/blue geographies), con un focus principale sul Mar Mediterraneo.

2 Introduzione alle geografie del mare negli studi sulle migrazioni
4 Il capitalismo e il mare: la costruzione sociale del sea-space
6 Critical migration studies: epistemologie e metodi
6 La svolta oceanica: critical ocean and sea geographies, blue humanities e prospettive decoloniali
6 Rotte mediterranee contemporanee: materialità, produzioni coloniali e contro-archivi del mare
6 Prospettive intersezionali sul Mediterraneo contemporaneo

4 Contro-cartografie partecipative
6 Presentazione di casi studio, lavoro di gruppo in aula, proiezioni e dibattiti

La valutazione dell'esame si baserà su:
A) Lavori di gruppo e presentazioni in aula;
B) Presentazione individuale finale basata sia su un caso di studio/argomento a
scelta, sia sui testi di studio.
In caso di mancata frequenza, la valutazione avverrà attraverso un esame orale;
si invita a contattare la docente anticipatamente per ulteriori informazioni sui
contenuti e sui materiali di studio.
MODALITÀ DI VALUTAZIONE
ECCELLENTE (30-30 e lode): Eccellente conoscenza degli argomenti,
eccellente uso della lingua e del lessico specialistico, eccellente capacità critica
e abilità nell'applicare le conoscenze acquisite e l'approccio critico ai contesti
analizzati;
OTTIMO (26-29): Buona conoscenza degli argomenti, buon uso della lingua e
del lessico specialistico, buona capacità critica e abilità nell'applicare le
conoscenze acquisite e l'approccio critico ai contesti analizzati;
BUONO (24-25): Buona conoscenza degli argomenti principali, discreto uso
della lingua e del lessico specialistico, limitate capacità di applicare le
conoscenze acquisite ai contesti analizzati;
SODDISFACENTE (21-23): Conoscenza modesta degli argomenti principali,
soddisfacente uso della lingua e del lessico specialistico, scarse capacità di
gestire le conoscenze acquisite;
SUFFICIENTE (18-20): Conoscenza basilare degli argomenti principali, limitato
uso della lingua e del lessico specialistico, limitate capacità di applicare le
conoscenze acquisite;
INSUFFICIENTE: Mancanza di una conoscenza accettabile degli argomenti
trattati nell'insegnamento.

Mitchell K., Jones R., Fluri J. (eds), Handbook on Critical Geographies of
Migration, 2019 (chapter 1, 3, 12, 14, 31).
Chari S., An Oceanic International in Catastrophic Times, in Roy A., Zablotsky
V. (eds.), Beyond Sanctuary. The Humanism of a World in Motion, pp. 249-265.
Steinberg P., Blue planet, Black lives: Matter, memory, and the temporalities of
political geography, in "Political Geography", 102524, 2022.

The course aims to introduce students to the study of state power and global
governance by examining the interaction between states, international
institutions and development actors in shaping international cooperation and
foreign aid policies. Through the main theories of International Relations and
the analysis of contemporary global issues, students will acquire the conceptual
and analytical tools needed to understand the functioning, opportunities and
limitations of international institutions and global aid governance. Particular
attention is devoted to the political, economic and normative dimensions of
development cooperation and to the challenges posed by an increasingly
complex and multipolar international system.

4 State Power and International Institutions: Concepts, Evolution and Global Context
6 The evolution of international Order and the Development of International Institutions (Modern
international order; Cold War; Emerging powers)
8 Theoretical Approaches to State Power, International Institutions and Global Cooperation (Realism,
Liberalism, Constructivism, selected critical approaches)
8 International Institutions and Global Governance (International Organizations; United Nations; Regionalism;
International Law)
4 Non-State Actors and Global Aid Governance (NGOs; development actors; partnerships between states and
international organizations)
6 Development, Poverty and Global Aid (Poverty, Hunger and Development; Global Political Economy; aid
effectiveness)
4 Contemporary Challenges for International Institutions and Global Governance (Global Health, Human
Rights, Environmental Governance, Forced Migration)

Assessment is based on continuous oral participation during the course (where
applicable) and a final oral examination.
Students are expected to answer two or three questions covering the entire
syllabus and the required readings.
Assessment Criteria (European Qualifications Framework)
30-30 cum laude (Excellent)
Demonstrates an excellent and comprehensive knowledge of the course
contents, with a critical understanding of the main theories and debates.
Applies concepts and analytical tools independently to interpret complex
issues related to international institutions, state power and global aid
governance.
Communicates arguments with precision, confidence and appropriate
disciplinary terminology.
Develops original and well-supported critical judgements, integrating
theoretical perspectives with empirical evidence.
26-29 (Very Good)
Demonstrates thorough knowledge of the course contents and a good
understanding of the principal theoretical approaches.
Applies knowledge effectively to analyse international political and
governance issues.
Uses disciplinary language accurately and presents coherent
arguments.
Shows good critical judgement and the ability to evaluate alternative
interpretations.
22-25 (Good)
Demonstrates satisfactory knowledge of the main concepts and topics
covered in the course.
Applies theoretical knowledge to relatively straightforward cases with
limited critical insight.
Communicates clearly using generally appropriate terminology.
Shows the ability to formulate reasoned judgements, although analysis
may not always be fully developed.
18-21 (Satisfactory)
Demonstrates basic knowledge of the fundamental concepts and
institutions covered in the course.
Shows a limited ability to apply theoretical concepts to practical or
empirical issues.
Communicates using basic disciplinary terminology.
Expresses simple but generally correct judgements on the topics
discussed.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.
For persons deprived of liberty with special educational needs, their university
path will be guaranteed also through distance learning and e-learning, in
conformity with the CNUPP 2023 Guidelines. This ensures the continuity and
personalization of their academic journey.

John Baylis, Patricia Owens, Steve Smith, The Globalization of World Politics, 9
TH edition, Oxford University Press, 2023.
Additional reading
Additional learning materials, including academic articles, policy reports,
institutional documents, case studies, and other teaching resources, will be
provided throughout the course to complement the required textbook and
support the analysis of current developments in international institutions and
global governance.
Erasmus students are kindly requested to contact the professor for further
information on course contents and readings.
Non-attending students, are kindly invited to enter in contact with the professor
in order to define exam preparation and study methods.

To provide students with statistical methodology and technical skills necessary
to: a) build by themselves simple and composite indicators in the socio-
economic field; b) interpret and properly use main socio-economic indicators
widespread in the official reports by European Union, international organizations
and major non-governmental organizations operating in international
cooperation; c) understand main composite development indicators from
international scientific socio-economic literature, in the area of cooperation and
development. Teaching methods aim at stimulating ability to solve problems
working individually or in groups, and building and efficaciously using
development indicators. At the end of the course, students must possess the
mathematical and statistical tools to combine in a single synthetic indicator
variables of different nature in order to obtain a quantitative measure of the
target phenomenon. They must know how to operate –by means of composite
indicators- comparisons between countries and between individuals. Moreover
students are expected: a) to have acquired a discriminating judgment and
adequate statistical techniques to select the most suitable instrument and data
to measure the concept; b) to have gained skills to read and interpret statistical
indicators in the present socio-economic literature of the main international
organizations of interest to the themes of the course of study.

2 Introduction to the course: objectives, syllabus, teaching and assessment methods.
2 The measurement process in social sciences. Main definitions and measurement scales.
3 Statistical sources. Data Matrix. Simple statistical distributions. Frequency distributions: absolute, relative and
percentage frequencies
3 Graphical representations. Measures of central tendency: Mode, Median, Quantiles, Arithmetic Mean.
3 Variability: basic concepts. Heterogeneity: the Gini Index of Heterogeneity. Absolute and relative variability:
Range, Interquartile range; Standard deviation; Coefficient of variation.
2 Symmetry and asymmetry. The box-plot. Statistical ratios, and main statistical indexes.
6 Association between variables: general concepts. Dependence and Independence. Measures of association in
contingency tables, Spearman's rank-order correlation coefficient; Kendall index; Bravais-Pearson correlation
coefficient; Linear regression model
2 The indicators as instruments for the evaluation of complex phenomena and of the socio-economic
development.
2 Types of indicators. Indicator properties.
2 The construction process of the data: measurement of latent variables, selection of variables to measure a
multidimensional concept
6 Linear and nonlinear transformations for comparability of data (normalization, standardization, and other
transformations)
4 Methods for the synthesis of indicators: choice of the aggregation function and the weighting scheme.
Comparing countries' ranking
4 The construction of a composite indicator in the presence of ordinal variables. Examples on customer
satisfation indicators.
4 Discussion on some composite indicators used in socio-economic field with special reference to indicators for
international comparisons. Among others, the Human Development Indices, Quality of life indices, welfare
indicators, TAI.
3 Guided discussion on case studies on composite indicators used in national and international field

6 Examples, applications and exercises on applied statistics.

6 Case study analysis: Excel lab. Particularly: construction of development indicators, variables' selection, data
transformation, weighting and aggregation

Students may choose between a final written test or oral discussion, or both.
Written test is made by practice on building composite indicators and theoretical
questions.
The oral assessment is a viva in which knowledge and skills in the field of study
are going to be tested. Questions shall assess: a) knowledge and
understanding, b) cognitive and practical skills, c) ability to communicate, d)
making judgements.
Final grade is on a scale going from 18 to 30 points.
Assessment scale:
30 - 30 cum laude a) advanced knowledge of a field of work or study, involving a
critical understanding of theories and principles;
b) advanced skills, demonstrating mastery and innovation, required to solve
complex and unpredictable problems in a specialised field of work or study;
c) fully adequate use of specialized language;
d) take responsibility for managing and innovate the study field.
26-29
a) comprehensive, specialised knowledge within a field of work or study and an
awareness of the boundaries of that knowledge;
b) a comprehensive range of cognitive and practical skills required to develop
creative solutions to abstract problems;
c) comprehensive use of specialized language;
d) exercise management and supervision in contexts of work or study activities.
22 - 25
a) knowledge of facts, principles, processes and general concepts, in a field of
work or study.
b) basic skills required to accomplish tasks and solve problems by selecting and
applying basic methods, tools, materials and information;
c) basic capacity to use specialized language;
d) basic capacity to take responsibility for completion of tasks in work or study.
18-21
a) basic general knowledge;
b) basic skills required to carry out simple tasks;
c) basic capacity to communicate relevant information;
d) basic capacity to take responsibility for completion of tasks in work or study.
0-17
a) Insufficient general knowledge;
b) Insufficient skills required to carry out simple tasks;
c) Insufficient capacity to communicate relevant information;
d) Insufficient capacity to take responsibility for completion of tasks in work or
study.
Compensatory tools and dispensatory measures will be guaranteed by the
Disability and Neurodiversity Center - University of Palermo (Ce.N.Dis.) to
students with disabilities and neurodiversity, based on specific needs and in
implementation of current legislation.
For persons deprived of liberty with special educational needs, their university
path will be guaranteed also through distance learning and e-learning, in
conformity with the CNUPP 2023 Guidelines. This ensures the continuity and
personalization of their academic journey.

For descriptive statistics topics, a book of your choice from:
Newbold, P., Carlson, W. L., & Thorne, B. M. (2023). Statistics for business and
economics. Pearson. Available for university library lending: https://
aleph22.unipa.it/F
or
Heumann, C. (2024). Introduction to statistics and data analysis. Springer.
Available for university library lending: https://aleph22.unipa.it/F
Other books, containing the statistics topics indicated in the syllabus, may
however be used, subject to the teacher's advice.
For topics concerning composite indicators:
Nardo M., Saisana M. Saltelli A., Tarantola S., Hoffman A., Giovannini E. (2005)
Handbook on Constructing Composite
Indicators- Methodology and user guide, OCSE Statistics working paper 2005/3.
Available for free at: https://www.oecd.org/en/publications/handbook-on-
constructing-composite-indicators-methodology-and-user-
guide_9789264043466-en.html
Supplementary material will be provided by the teacher through the University
web-portal and through the e-learning web-page of the course.

DEL MODULO
The aim of the course is to provide the student with the knowledge of economic theories, data sources and empirical
analyses, relevant to analyze migrations.
DEL MODULO
Students will also explore how demographic trends of growth and transition influence migration. Attending students, working
in groups of 2–3 under the instructor’s supervision, will complete a group project. Using population theories presented during
the course and data from major official sources (ISTAT, Eurostat, United Nations, OECD), they will develop the skills to
independently analyze the main characteristics of migrants in a chosen country and present their findings to the class.
KNOWLEDGE AND UNDERSTANDING SKILLS: Knowledge of basic methods to describe and measure demographic
phenomena. It is expected that students will be able to develop the ability to understand and critically elaborate data, reports,
tables, and graphs that include the use of age composition and population methods. At the end of the course, students will
acquire the knowledge of key concepts on the economic analysis of migration and will be able to understand economic
arguments proposed in any introductory and intermediate university manual, in the reports of national and international
institutions, and in the academic literature.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING The ability to obtain demographic data from national (ISTAT)
and international sources (United Nations, OECD, and Eurostat), calculate appropriate measures, and interpret the results
obtained. Students are expected to be able to employ their knowledge critically, with particular attention to migration. At the
end of the course, students will be able to develop a professional approach to the economic analysis of migration flows, and
will possess adequate competencies to understand the existing migration dynamics and foresee future migration dynamics,
collect and analyze data, write reports and case studies, in both private and public institutions.
AUTONOMY OF JUDGMENT The ability to interpret autonomously the results of the statistical reports prepared by the United
Nations, OECD, or Eurostat. The nature and contents of the course are particularly geared towards achieving this goal. The
main demographic trends on fertility, nuptiality, mortality, and migrations are analyzed within the course to enable the student
to critically select among the various demographic methods and among the different data sources available, those most
appropriate to describe the context in which they will operate. At the end of the course, students will have acquired the
capacity to formulate autonomous evaluations on migration dynamics and on the policies designed for their management.
COMMUNICATION SKILLS: Ability to expose and synthesize the results of a study. Students should be able to interpret and
communicate effectively and clearly the main elements that describe the population with demographic measures and/or
graphs. It includes the ability to demonstrate in front of the class how demographic changes will impact population growth and
aging, household composition, and migration in the chosen country. At the end of the course, students will be able to write an
essay that communicates in a clear way information, ideas, issues, and solutions proposed by the international debate on
migrations.
The aim of the course is to provide students with the basic methods and techniques necessary to measure and understand
demographic phenomena. Students will learn the fundamentals of key demographic components—fertility, mortality, and
migration—and their societal implications. They will gain an understanding of the mechanisms underlying demographic
transition theory and develop the ability to identify and analyze demographic components across different spatial scales, from
local to global, and across various population segments.
Students will also explore how demographic trends of growth and transition influence migration. Attending students, working
in groups of 2–3 under the instructor’s supervision, will complete a group project. Using population theories presented during
the course and data from major official sources (ISTAT, Eurostat, United Nations, OECD), they will develop the skills to
independently analyze the main characteristics of migrants in a chosen country and present their findings to the class.

10 General topics:

• Basic economic theoretical analysis
• Why people migrate:
• who are the migrants?
• Economic effects: labor market (wages and unemployment)
• Economic Effects: economic growth
  6 General topics: - Reading the data and testing the predictions of the theory
• Main sources of data on migration (ISTAT, OECD, IOM, etc.)
• Establishing causality
  6 Specific topics:
• Illegal immigration:
• trafficking and smuggling
• the structure of traffickers’ rings
• are NGO/search and rescue operations a pull factor in the Mediterranean?
  6 Specific topics:
• Immigration and crime
• why should there be a link?
• Do causal links exist?
  6 Specific topics: - Economic Effects of Diversity
  3 Specific topics: - perception of immigration (attitudes towards migration)
  3 Specific topics: - immigration and politics (political economy of immigration)
  MODULO
  DEMOGRAPHY OF MIGRATIONS
  Prof. HAMID REZA OSKOROUCHI
  2 • Introduction to the course of Demography
  24 BASIC DEMOGRAPHY
• Demographic transition and major population trends.
• Demographic balancing equation. Population increase.
• Population structures (indices and population pyramid).
• The Lexis diagram.
• Demographic rates; direct and indirect standardisations.
• Mortality measures and interpretations.
• Fertility measures and interpretations.
• Migration measures and interpretations.
• Population projection and forecast.
  4 DEMOGRAPHY AND MIGRATION (presentation and discussion of research articles in class)
  Introduction: Who is a migrant and what is migration?
  Causes of International Migration
  Social capital and network effects
  Migrants’ characteristics
  Migration policies
  Data sources
  The Context of Destination
  Immigrant Incorporation – the second generation
  The Context of Origin
  Migration and family change
  10 Case studies

The examination board will be chaired by the professors responsible for the two
modules.
FOR ATTENDING STUDENTS
The exam evaluation will be based on:
A) Answers to demographic questions (mid-term test)
B) Group work and its presentation in class
C) A written essay
A) MID-TERM TEST
This test assesses students’ knowledge and understanding of demographic
methods.
B) GROUP WORK
The group work evaluates students’ ability to critically select among various
demographic methods and data sources, choosing the most appropriate for
analyzing migration. It also assesses their understanding of demographic trends
and migration flows, as well as their capacity to interpret and evaluate these
using simple graphs and/or tables. The assignment aims to develop skills in
sourcing and analyzing data relevant to describing the demographic and
migration context of a chosen country. Critical reflection on selecting the right
tools for describing their own demographic context is an essential component of
the course.
During the oral presentation, students must demonstrate their ability to interpret
and effectively communicate the main findings of their work, whether through
demographic measures or graphical representations.
The group work presentations will be scheduled with attending students at least
two weeks in advance.
C) Written Exam in ECONOMICS OF MIGRATION
The exam consists of a written essay, the topic of which will be agreed upon
with the course instructor. The essay will then be discussed with the
examination commission. The evaluation criteria for the essay are:
i) Demonstrated understanding of the topics covered in lectures and classes;
ii) Ability to independently develop theoretical and/or empirical arguments
related to the course content.
The final grade is calculated as the simple average of the two modules. The
evaluation of the Demography of Migration module consists of the score
obtained in the basic demography test (60%) and the group work presentation
or oral exam (40%).
FOR NON-ATTENDING STUDENTS
The exam evaluation will be based on:
A) Answers to demographic questions (written test on basic demography)
B) A short oral exam on one of the recommended books (Demography of
Migration module)
C) A written essay on the Economics of Migration
A) WRITTEN TEST
This test assesses knowledge and comprehension of demographic methods.
B) ORAL DISCUSSION
The oral exam covers one question on a book chosen from the list of
Recommended Texts. The aim is to evaluate:
a) Knowledge and understanding of the book;
b) Ability to describe, comprehend, and critically discuss its content.
C) Written Exam in ECONOMICS OF MIGRATION
As for attending students, this consists of a written essay, agreed with the
course instructor, followed by discussion with the exam commission. The criteria
for evaluation are:
i) Understanding of topics from lectures and classes;
ii) Ability to independently elaborate theoretical and/or empirical arguments on
course topics.
Students who fail the exam may retake it at the next available session.
The final grade is the simple average of the two modules. Specifically, the
Demography of Migration module grade is composed of the basic demography
test (60%) and the oral exam on the book (40%).

The course material will be based on manuals, reports and academic articles, available at the University of Palermo Library or
from the Instructor, among which:
General topics

• Borjas, G. J. (1994). The economics of immigration. Journal of economic literature, 32(4), 1667-1717.
• Borjas, G. J. (2014). Immigration economics. Harvard University Press.
• Clemens, M. A., & Hunt, J. (2019). The labor market effects of refugee waves: reconciling conflicting results. ILR Review,
  72(4), 818-857
  Specific topics
• Alesina, A., Miano, A., & Stantcheva, S. (2018). Immigration and redistribution (No. w24733). National Bureau of Economic
  Research
• Fasani, F., Mastrobuoni, G., Owens, E. G., & Pinotti, P. (2019). Does Immigration Increase Crime?. Cambridge University
  Press.
• Friebel, G., and Guriev, S. (2006). ‘Smuggling Humans: A Theory of Debt- Financed Migration’, Journal of the European
  Economic Association, 4 (6), 1085–111.
• Hangartner, D., Dinas, E., Marbach, M., Matakos, K. and Xefteris, D. (2018), "Does Exposure to the Refugee Crisis Makes
  Natives More Hostile?" American Political Science Review 113 (2), 442-455.
• Lavezzi, A., & Quinn, E. (2018). Migrant Smuggling Across the Mediterranean: An Economic Analysis, in Gualtieri, C.
  (2018). Migration and the contemporary Mediterranean: Shifting cultures in twenty-first-century Italy and beyond (Vol. 3).
  Peter Lang.
• Ottaviano, G. I., & Peri, G. (2006). The economic value of cultural diversity: evidence from US cities. Journal of Economic
  geography, 6(1), 9-44
  The complete list of readings will be given by the Instructor at the beginning of the course. Students not attending the lectures
  may contact the Instructor.
  TIPO DI ATTIVITA' B
  AMBITO 84532-Formazione economica
  NUMERO DI ORE RISERVATE ALLO STUDIO 110
  PERSONALE
  NUMERO DI ORE RISERVATE ALLE ATTIVITA' 40
  DIDATTICHE ASSISTITE
• Weeks, J. R. (2021). Population : an introduction to concepts and issues (Thirteenth edition). Cengage (excluding chapters
  3,7,9, and 10)
• Haupt A., Kane T. T. , Haub C. (2011), "Population handbook". Population Reference Bureau’s 6th ed. Available at https://
  www.prb.org/wp-content/uploads/2011/09/prb-population-handbook-2011.pdf
  Additional supporting material:
• McFalls Jr JA. (2003), "Population: A Lively Introduction", 4th Edition, Population Bulletin, Vol. 58, No. 4. Available at https://
  assets.prb.org/pdf/PopulationLivelyIntro.pdf
• Ashford, L. S., Haub, C., Kent, M. M., & Yinger, N. V. (2004). Transitions in world population. Population Reference Bureau,
  Washington DC, USA. Available at https://www.prb.org/transitions-in-world-population/
  One of the two books on Migration (only for non-attending students):
• Hugo, G., Abbasi-Shavazi, M. J., & Kraly, E. P. (Eds.). (2017). Demography of refugee and forced migration (Vol. 13).
  Springer. [Ebook downloadable for UNIPA students from https://link.springer.com/book/10.1007/978-3-319-67147-5]
• Haas, H. d., Castles, S., & Miller, M. J. (2020). The age of migration : international population movements in the modern
  world (Sixth edition). Bloomsbury
  TIPO DI ATTIVITA' C
  AMBITO 84534-Attività formative affini o integrative
  NUMERO DI ORE RISERVATE ALLO STUDIO 110
  PERSONALE
  NUMERO DI ORE RISERVATE ALLE ATTIVITA' 40
  DIDATTICHE ASSISTITE

Attraverso il corso gli studenti acquisiranno conoscenze e competenze in ordine
all’analisi dei presupposti e delle dinamiche delle politiche sociali nell’ottica dei
processi di globalizzazione. Tra i temi proposti: i principali modelli teorici per
l’analisi delle politiche sociali nei paesi avanzati e nel sud del mondo; il
complesso fenomeno della poverta' e le politiche di contrasto, con una
particolare attenzione all’approccio delle capacita'; la cittadinanza moderna e le
forme emergenti di cittadinanza societaria; il fenomeno del terzo settore, nelle
sue molteplici espressioni.

6 Processi di globalizzazione. Principali temi e approcci
4 Politica sociale
2 Il Terzo settore: specificita' relazionale e dinamiche evolutive
2 Il Welfare mix nelle politiche sociali: potenzialita' e ambiguita'
2 la dimensione politica della globalizzazione: tra stati nazionali e capitalismo globale
4 Politica sociale globale
4 La governance sociale globale e regionale
2 Il ruolo dell’ONU nelle politiche sociali di sviluppo
2 Commercio internazionale, governance economica globale e welfare
2 Business, lavoro e Global Social Policy
2 Politica globale per la salute
2 Politica globale per l'istruzione
2 Povertà globale e disuguaglianza
2 Politica globale per la sicurezza sociale
2 Migrazioni globali e politica sociale globale

FREQUENTANTI (almeno il 70% delle lezioni): a) Prova scritta in itinere (2-3
domande a risposta aperta in 2 ore); b) Prova orale. Ognuna delle due prove
pesa per il 50% della valutazione complessiva, espressa in trentesimi.
NON FREQUENTANTI: a) Prova scritta; b) Prova orale. Ognuna delle due
prove pesa per il 50% della valutazione complessiva, espressa in trentesimi.
Le prove mirano ad accertare il possesso delle competenze e delle conoscenze
disciplinari previste dal corso; la valutazione viene espressa in trentesimi.
Le domande (input), sia aperte sia semi-strutturate e appositamente pensate
per testare i risultati di apprendimento previsti, tenderanno a verificare a) le
conoscenze acquisite; b) le capacita' elaborative, c) il possesso di un’adeguata
capacita' espositiva.
ECCELLENTE (30-30 e lode) se lo studente mostrera' ottima conoscenza degli
argomenti, ottima proprieta' di linguaggio, buona capacita' analitica, e di essere
in grado di applicare le conoscenze per risolvere i problemi proposti;
MOLTO BUONO (26-29) se lo studente mostrera' buona padronanza degli
argomenti trattati, piena proprieta' di linguaggio e di essere in grado di applicare
le conoscenze per risolvere i problemi proposti;
BUONO (24-25) se lo studente mostrera' di avere conoscenza di base dei
principali argomenti, discreta proprieta' di linguaggio, limitata capacita' di
applicare autonomamente le conoscenze alla soluzione dei problemi proposti;
PIU' CHE SUFFICIENTE (20-23) se lo studente mostrera' di non avere piena
padronanza degli argomenti principali ma possiede una discreta conoscenza
degli stessi, soddisfacente proprieta' di linguaggio, scarsa capacita' di applicare
autonomamente le conoscenze acquisite;
SUFFICIENTE (18-19) ove lo studente mostrera' minima conoscenza di base
degli argomenti principali dell'insegnamento e del linguaggio tecnico, minima
capacita' di applicare le conoscenze acquisite;
INSUFFICIENTE se lo studente non possiede una conoscenza accettabile dei
contenuti degli argomenti trattati nell'insegnamento.
Per gli studenti con disabilità e neurodiversità saranno garantiti gli strumenti
compensativi e le misure dispensative individuate, dal CeNDis - Centro di
Ateneo per la disabilità e la neurodiversità, in base alle specifiche esigenze e in
attuazione della normativa vigente.
Per gli studenti ristretti saranno garantiti i bisogni educativi speciali anche
mediante didattica a distanza ed e-learning, in conformità alle Linee Guida
CNUPP 2023, al fine di assicurare continuità e personalizzazione al percorso
universitario.

R. Marchetti, La politica della globalizzazione, Mondadori, Milano, 2014. ISBN:
978-88-6184-256-4 (capitoli/chapters: 1, 4).
M. Ferrera (a cura di), Le politiche sociali, Il Mulino, Bologna, 2019, ISBN:
9788815284778 (cap./ch. 1) [testo disponibile anche in edizione digitale; also
available digital edition].
N. Yeates (ed.), Understanding global social policy, Policy Press, University of
Bristol, Bristol, terza edizione (3rd edition), 2022, ISBN: 978-1447358046 [testo
disponibile anche in edizione digitale; also available digital edition].
Ulteriori materiali didattici saranno forniti dal docente e inseriti nella sezione
"Materiale didattico" all'interno del sito di Ateneo. [The teacher will provide
supplementary materials. They will be uploaded into the section "Materiale
didattico" within the University of Palermo website].
Rispetto al programma di studio, non si opererà distinzione tra la condizione di
studente frequentante e studente non frequentante. [There is no difference
between attending or non-attending students relating to the study program].

Ripercorrere la storia delle istituzioni politiche moderne e contemporanee con
uno specifico focus sulle istituzioni politiche extraeuropee, i processi coloniali, le
organizzazioni internazionali, e la questione dei diritti umani e della povertà
nell'età della globalizzazione

2 Introduzione. La storia delle istituzioni politiche
6 Le istituzioni politiche europee in età moderna
4 Le istituzioni asiatiche in età moderna
4 Dal liberalismo alla Democrazia
4 Le istituzioni politiche coloniali
4 Le istituzioni del Welfare
6 Le istituzioni totalitarie
6 Le istituzioni politiche internazionali: ONU e Unione Europe
4 Stato e diritti umani nella società globale
4 Gli stati: difesa e sicrezza. La cybersecurity

Prova orale sulla parte generale, sul corso monografico e sul classico politico.
Gli studenti e le studentesse possono sostenere, secondo il calendario di
Ateneo, delle verifiche
in itinere orali o scritte. Nel caso di verifica orale si porranno 4 domande sul
programma svolto nelle lezioni precedenti. In caso di verifica in itinere scritta, il
questionario conterra' quattro domande a risposta aperta sul programma svolto
nelle lezioni precedenti. Le verifiche in itinere potranno essere tenute in
considerazione al momento della valutazione finale durante l'esame di profitto.
All'esame di profitto iI candidato dovra' rispondere a minimo cinque domande,
poste oralmente, sulla parte generale del programma, con riferimento ai testi
consigliati. Le domande spazieranno equamente dalla storia delle istituzioni
politiche in epoca
moderna e in quella contemporanea. Su richiesta del docente,
gli studenti potranno presentare un paper da discutere in aula. Il paper dovra'
essere redatto secondo la metodologia indicata dal docente durante le lezioni e
su un argomento concordato con il docente che dovra' indicare le fonti
bibliografiche. La verifica finale valuta l’acquisizione, da parte dello studente, di
conoscenza e comprensione degli argomenti trattati nel programma di studio,
valuta la sua capacita' di operare un confronto critico tra i pensatori o le correnti
di pensiero politico studiate. La soglia della sufficienza sara' raggiunta quando lo
studente mostra conoscenza e comprensione degli argomenti nelle linee
generali, sa contestualizzare ciascun pensatore e sa discutere sugli aspetti
basilari del programma (es. concezione dello stato, forme di governo). Al di
sotto di tale soglia, l’esame risultera' insufficiente. Quanto piu, invece, il
candidato mostra capacita' argomentative ed espositive, riesce a esporre con
padronanza di linguaggio gli argomenti in programma, riesce a interagire con
l’esaminatore, mostra di aver operato approfondimenti, di saper padroneggiare
la letteratura politica e i contenuti in programma, tanto piu' la valutazione sara'
positiva sino all’eccellenza, valutata con trenta e lode.
in particolare, per la valutazione orale finale:
La valutazione orale e' il modo in cui verranno testati conoscenze e competenze
nel campo dello studio.
Le note finali vanno da 18 a 30 punti.
Lo studente e' tenuto a rispondere almeno a 3 domande orali sull'intero
programma di studio con riferimento ai libri suggeriti.
Le domande valutano a) conoscenza e comprensione b) cognitive e
Capacita' pratiche c) capacita' di comunicare d) fare giudizi
Nota European Qualifications Framework
Eccellente (30-30 lode). Conoscenza eccellente degli argomenti, uso eccellente
del linguaggio e del lessico specialistico, eccellente capacità critica, capacità di
applicare le conoscenze acquisite e l’approccio critico per condurre un’analisi
del contesto
Molto Buono (27-29) Buona conoscenza degli argomenti e relativo uso del
linguaggio specialistico, buone capacità di utilizzare le conoscenze acquisite
Buono (24-26) Buona conoscenze degli argomenti principali con dissacrato uso
del linguaggio scientifico; limitate capacità di usare le categorie concettuali
acquisite nell’analisi dei contesti reali
Soddisfacente 21-23 Conoscenza limitata degli argomenti principali e uso
soddisfacente del linguaggio specialistico; capacità ridotta di utilizzare i concetti
acquisiti per analizzare i contesti reali
Sufficiente: 18-20 Conoscenza basilare degli argomenti principali; uso
essenziale del ingaggio specialistico con capacità scarsa o nulla di utilizzare i
concetti acquisiti per analizzare i contesti reali
Insufficiente: lo studente non ha una conoscenza accettabile degli argomenti
trattati nel corso
Per gli studenti e le studentesse con disabilità e neurodiversità saranno garantiti
gli strumenti compensativi e le misure dispensative individuate, dal CeNDis -
Centro di Ateneo per la disabilità e la neurodiversità, in base alle specifiche
esigenze e in attuazione della normativa vigente

Testi consigliati sia per frequentanti che per non frequentanti:
1) Storia delle istituzioni politiche. Dall'antico regime all'era globale, a cura di:
Marco Meriggi, Leonida Tedoldi, Carocci, 2020;
un testo a scelta tra:
a) Andrea Carati, Giusto e impossibile. I dilemmi dell'intervento umanitario nella
società internazionale; Bologna, Il Mulino, 2024;
b) Mario Del Pero, Libertà e impero, Gli Stati Uniti e il mondo 1776-2016, Roma,
Laterza, 2023.