Mobilities, Migrations and Identities

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Catarina Sales
Código:
15513
Ano:
1
Semestre:
S2
Créditos ECTS:
6
Carga Horária:
OT(15H)/TP(45H)
Área Científica:
Sociologia
Objectivos de Aprendizagem:
This curricular unit examines mobility and migrations as a structuring feature of contemporary societies, bringing together perspectives from mobilities studies, migration research and identity formation. Building on the mobilities paradigm, the course understands movements of people, goods, information and capital not as neutral flows but as socially organised processes embedded in relations of power, infrastructure and access. By linking large-scale circulations with everyday practices of movement, the unit equips students with conceptual tools to analyse how opportunities to move — or constraints to remain — shape life chances, territorial belonging and social differentiation. While mobilities and migrations constitute the core analytical domains, identities are approached as both outcomes and mediators of these processes. Particular attention is given to the ways lifestyles, aspirations, inequalities and forms of waiting or forced immobility contribute to the reconfiguration of in
Conteúdos programáticos:
1. Introduction: movement, space, belonging and being. The tradition and the new: identity, migrations and mobility.
2. Migrations: main theoretical approaches; migration law and its evolution in history; the contemporary migration regime; migration crises in the contemporary world and the tension between human rights and the sovereign state
3. Mobilities: the making of a “new” social science paradigm; The broad variety of forms and relations: types of mobility; mobility and gender, mobile work and mobility justice.
4. The intercross with identities: lifestyles, life choices and changes.
Metodologias de Ensino e Critérios de Avaliação:
This course adopts an integrated teaching and learning methodology that combines Team-Based Learning (TBL) and Project-Based Learning (PBL). Team-Based Learning provides a structured framework that promotes active engagement, individual preparation, and collaborative problem-solving (Michaelsen & Sweet, 2008). Complementing this approach, Project-Based Learning emphasizes sustained inquiry and the development of a concrete output over time. PBL fosters autonomy, creativity, and real-world application by engaging students in complex challenges that require research, decision-making, and iterative refinement (Krajcik & Blumenfeld, 2006).

The assessment model reflects this dual methodology and balances individual responsibility with collaborative performance.
Bibliografia principal:
Castles, S., De Haas, H., & Miller, M. J. (2013). The age of migration: International population movements in the modern world. Palgrave Macmillan.
Cohen, S. A., Duncan, T., & Thulemark, M. (2015). Lifestyle mobilities: The crossroads of travel, leisure and migration. Mobilities, 10(1), 155-172.
Fine, S. & Ypi, L. (2016) Migration in Political Theory: The Ethics of Movement and Membership,
UrryJ. (2007). Mobilities. Polity Press
Língua:
Português