ES/SO/PO 363 Equitable Living: The Human Right to Migration

“Migration is an expression of the human aspiration for dignity, safety and a better future” – Ban Ki-moon.

There is a common, erroneous perception that international migration is threatening due to the sheer number of immigrants as well as the financial impact or risk immigrants may pose to a nation’s ability to care for or sustain its citizens. However, according to the latest data, less than 4% of people move permanently from their country of origin and global remittances are over 700 billion dollars (UN, 2022). In simple terms, there are not only fewer migrants than common perception would lead one to believe but also, they are responsible for generating a tremendous amount of wealth. This gap in public perception and data presents an opportunity for a more nuanced and informed consideration of both contemporary migration and the history of migration, while recognizing the basic human right to move. Through the integrated and interdisciplinary analysis of the migratory route from the South to the North of Africa, and then from the South to the North of Europe, we aim to foster a deep understanding of the intertwined relationships between human mobility, environmental degradation, and colonial histories. Ultimately, our goal is to empower students to engage in meaningful reflections and actions towards fostering more just and equitable living conditions for all individuals.

This course aims at fostering a cross-institutional and multi-disciplinary learning environment by connecting students from the three IES Abroad centers in Rabat, Granada and Berlin. Students will not only benefit from the expertise of faculties from a variety of academic backgrounds, but also learn about the challenges facing migrant communities in different cities around the world, as well as the policies developed to address them. In so doing, students will gain a deeper understanding of how justice is enacted within the context of migration and who that justice is meant to serve. Through project-based learning, students will be able to apply global frameworks such as the SDGs and the Human Rights Declaration to local challenges around migration through an interdisciplinary approach, including environmental justice, climate change and vulnerability, diversity and gender. Students will be asked to identify the most pressing challenges around migrant communities and human rights in their host city and apply methods and tools based on the current working methodology used by NGOs and other social entities. Working in small teams, they will develop an innovative project proposal that can offer solutions to an identified challenge, taking into account the environmental, economic, historical and social characteristics of their host city. With the students from the other centers, each student will be part of a greater learning community, guided by faculty experts from diverse backgrounds and local stakeholders who are working to address these challenges.

Substantive field visits and connections with local stakeholders, such as grassroots initiatives, start-ups or public institutions, will allow students to gather valuable data and information as they develop their projects; innovative technology will enable them to share their experience and findings across the different locations; and project-based learning will culminate in each team delivering a multimedia presentation to the group. Upon successful completion of this course, students will earn a micro- credential in Equitable Living and project development that will demonstrate their literacy around the topic and their ability to find innovative solutions to complex problems.