Course description 
Super-Diversity, Citizenship and Integration in the European Union
	Super-Diversity, Citizenship and Integration in the European Union 	
Department responsible for the course	Institute of History & International Relations
Master Program in Ethnic and Confessional Processes in Modern Era	
Lecturer 	Oxana Karnaukhova
oskarnauhova@sfedu.ru	
Semester when the course unit is delivered	Autumn semester	
Teaching hours per week	2 	
Level of course unit (for ex., Second cycle – Master level)	Master Level	
ECTS credits	5	
Admission requirements 	•	Programme fundamentals.	
Course objectives (aims)	The main aim of the course is to familiarize students with how abstract legal principles of equality and diversity are turned into policy and practice in Europe. Starting from what equality means as a basic legal principle and right in modern democratic systems, the course will move on to critically analyze the policy visions, policy approaches and policy tools used to put equality into practice.
Students will be encouraged to analyze documents and other texts; to develop communicative skills and to provide their ability to apply new knowledge to the concrete cases and practices of interaction.	
Course contents	1.	Diversity and Equal Rights: Basic concepts (Week 1)
The overall claim of the class will be to introduce and define basic concepts of diversity and equality theory and policy.
II. Visions of Equality.
This section of the class will discuss the three different general approaches to diversity and equality and policy tools related to them. The three approaches are: equal treatment, positive action and equal opportunities for disadvantaged groups and, third, transformation through mainstreaming equality.
2.	Equal treatment – Antidiscrimination (Week 2)
This class will discuss formal, procedural equality, and the principle of non-discrimination. Legal concepts of direct and indirect discrimination will also be introduced. The discussion will be geared towards understanding how formal procedural approaches to inequality prove to be insufficient in addressing the deeply rooted social problem of inequality.
3.	Positive Action (Week 3)
This week’s class will introduce and debate substantive, result-based approaches to equality and the way they relate to procedural approaches to equality, discussed in the previous class. The distinction between individual models of justice and group models of justice will be introduced. Policy tools that come under this approach, ranging from positive action to affirmative action programs, will be discussed together with debates revolving around them.
4.	From Equal Opportunity and Mainstreaming equality (Week 4)
This class the concept of equal opportunities will be discussed together with the transformative approach of mainstreaming equality. Equal opportunity means making the terms of completion equal for everybody. Practical implications may range from narrow procedural approaches to approaches that bring about wide scale social transformation. Mainstreaming  is the most novel approach to equality, which purports to transgress both the logic of the equal treatment and of the positive action approach, by suggesting a thorough cultural transformation of the society.
Discussion in the class will address both concepts in relation to each other and tackle dilemmas and tensions rising from their application.
5.	Citizenship and Community (Week 5&6)
One of the trends in the recent political and social discourse is increasing confluence of culture and citizenship. Until about the late 1980s multiculturalism and citizenship performed quite different functions. While citizenship was defined by birth and embodied the process of incorporation into the political unity, multiculturalism dealt with incoming migrants. 
Legal status and citizenship are also about economic health of a society. But today citizenship looks more as a social status guarantying security and at the same time as a specific identity. Despite a fan of approaches and academic works around the main concern of citizenship is as being based on binary differences, which create a cultural foundation. During the seminar we will touch upon questions on what citizenship is about, how to define contemporary citizenship, as soon it is not entirely about formal rights (even minority rights as we see in multiculturalism), but is a matter of participation in a community. 
6.	Cultural Indoctrination and Economic Development (Week 7&8)
The seminar concerns extra-economic factors influencing economic development in the globalizing world. We will begin our discussion with the fact that increasing complexity and competitiveness makes global corporations to revisit their business positioning and adopt more impactful and innovative strategies. As mentioned in the Global Entrepreneurship Monitor reports (2012, 2014), in the last couple of years the economic development at the national and supranational level is influenced significantly by the presence of people who are able to see new opportunities for entrepreneurship and to present creativity in implementation of business ideas. Obviously, positive attitudes of society to creativity and entrepreneurship help business climate and significant influence of cultural values, norms and arrangements to perception of business, entrepreneurship and creativity itself, which are supposedly incorporated at the institutional level. This constant demand for innovation, creativity, business strategies together with culturally indoctrinated norms force to pay closer attention to extra-economic factors valuable for business and society. We will compare some EU examples with those outside (visibly Russia).
7.	Unequal Equality: Diversity and Equality in Policy- making (Week 9)
The seminar will introduce three different general approaches to diversity and equality and policy tools related to them, namely: equal treatment, positive action and equal opportunities for disadvantaged groups and, third, transformation through mainstreaming equality. We will discuss formal, procedural equality, and the principle of non-discrimination. Another angle will be from concepts of direct and indirect discrimination.
Several questions will be asked: what is the scope of equality policy, what do the categories used in equality policy have in common? Is equality policy aimed at individuals and groups whose members should be protected? What criteria define such groups and their members? Can we justify protection for traditional equality grounds such as ethnicity or gender, while neglecting poverty or class?
II. Equality policy-making
This part of the course will look into equality policy processes investigating specifically the three main levels where equality policy is made, contested and implemented, and the way in which these three levels interact.
8.	Introduction to Minority Rights Law: Historical Issues (Week 10&11)
Pre-Westphalia system. Post-Westphalia system of Minority Protection. League of Nations. United Nations.
9.	Regional Protection of Minority Rights: Europe (Week 12)
Historical background (historical treatment of national minorities, growth of human rights norms). Council of Europe (Charter on Regional and Minorities Languages, Framework Convention for protection of national minorities). European Union (Equal opportunities, justice& home affairs, Charter of Fundamental Rights-2000).

10.	Transnational Justice and Democracy: Overcoming Dogmas (Week 13)
The idea of the seminar is to signal a tension, indeed virtually a contradiction, in a number of respects. Democracy is usually understood as a form of political organization, in which through specific procedures a sufficiently legitimate political will is formed. Such a will acquires the force of law. Justice appears to be a value external to this context that is understood not so much as connected with procedures of “input” or “throughput” legitimating but instead as a concept oriented to “outputs” or outcomes. The hypothesis is to be discussed sounds following: justice must be contextualized or “grounded” in a political manner as regards both how we understand it and its application to relations beyond the state. In discussing this we will apply to Rainer Forst, who in “The Right for Justification” (2012) takes issue with some erroneous dogmas in political theory: 
1) The dogma of the incompatibility of democracy and justice;
2) The dogma that only a state can constitute a context of justice; and
3) The dogma that democracy must take the form of a practice of a demos organized within a state. 
In order to achieve a view of the prospects of transnational justice, democracy and to be able to understand transnational forms of democracy as simultaneously a requirement and a condition of justice, all of these dogmas must be overcome.

Learning outcomes	Students will be asked to reach conclusions about what diversity and equality are, what behavior patterns and strategies of ethnic diversity management are called for in a local and supra-national environment. In the course of doing so, they will have to become aware of the different trends in diversity study, normative approaches applicable. In conclusion students will be expected to get a solid knowledge about integration practices and diversity management and be ready to apply it in practical situations.	
Planned learning activities and teaching methods (for ex., lectures with a variety of examples and practice)	•	Lectures.
•	Supervised practice
•	Expert quiz	
Assessment methods and criteria	•	Individual assignments: at least 38 out of 60 maximum score.
- analysis of an article 
- analysis of the sources about issues chosen 
- five-page concept paper 
•	Written exam: at least 22 out of 40 maximum score.	
Course literature (recommended or required)	Research Handbook of International and Comparative Perspectives on Diversity Management / Edited by Alain Klarsfeld, Eddy S. Ng, Lize A.E. Booysen, Liza Castro Christiansen, Bård Kuvaas, Elgar Publishing, 2016