MA em Estudos de Etnia e Migração

Make your commitment matter! You are dedicated to helping to tackle some of the most challenging issues in today’s world. This unique master’s program relates ethnicity and migration to global economic and cultural change and to systems of domination and resistance movements.

You will sharpen your skills in analyzing the causes of migration, as well as its consequences for emerging formations of race, gender, labour, citizenship, healthcare, welfare, and culture.

The program is interdisciplinary, integrating the humanities and the social sciences. In true LiU-spirit, there is a strong commitment to problem-solving, critical and innovative approaches.

You will learn how migration shapes society, from a historical and sociological point of view. Our dedicated students reach in-depth knowledge in the field of intersectional migration studies.

You can tailor your education towards a special interest, profession, or field of expertise, by choosing elective courses, studies abroad, and internships.

One of Europe’s top research institutions

The studies take place in our beautiful Campus Norrköping. Ethnic and migration studies is a strong interdisciplinary research field at LiU. It is pursued at different institutes, departments, and units, notably REMESO – the institute for Research on Migration, Ethnicity, and Society: one of Europe’s top institutions in ethnic and migration research.

In your courses, you will meet teachers who are all doing research in the areas that they teach in. This means that courses provide an in-depth orientation of knowledge and analysis of each field and insights into the production of new knowledge. The program offers direct contact with ongoing research.

Syllabus and course details

In the first two semesters, students follow eight mandatory courses of theoretical, thematic as well as methodological profiles. In the third semester, the program allows students an individual specialization through studies abroad, internships or teaching practice, and elective courses. Study abroad options include partner programs in Ethnic and Migration Studies in Europe and Africa as well as Linköping University’s many exchange places throughout the world. Students can also apply for the EuMIGS Double Degree, a European Master’s in Migration Studies, with the second year of studies at the University of Osnabrück (Germany), University of Neuchâtel (Switzerland), or University of Coruña (Spain). The fourth semester is mainly devoted to the composition of the master’s thesis. In addition to their course work, students follow a schedule of thematic seminars and tutorial meetings with the faculty. During their second year, students attend seminars that address questions of method and topic selection in preparation for the master’s thesis.

This master’s program in Ethnic and Migration Studies is a two-year, full-time program. The program educates students in theories and methodologies in Ethnic and Migration Studies, with special reference to globalization, processes of identity formation related to class, gender, citizenship, social and cultural change, and relations of power and resistance. The program is embedded in a trans- and multidisciplinary educational environment, characterized by an integration of the humanities and social sciences, with historical and sociological, economic, and cultural perspectives on ethnicity and migration. More specifically, the program offers:

• A critical approach to issues of ethnicity, race, social differences, migration, citizenship, and borders.
• Practical skills and expertise in social and cultural analysis and policy development, preparing for a variety of professions in working life.
• A critical scientific approach where politics, economy, and labor are foregrounded in the study of ethnicity and migration.
• An understanding of situating ethnicity and migration in its global context.
• A trans- and multi-disciplinary understanding of science and scholarship, fully integrating the social sciences and the humanities, historical as well as sociological, economic as well as cultural perspectives on ethnicity and migration.

The program qualifies the students to integrate perspectives concerning migration and ethnicity in analysis and innovative intervention in both academic knowledge production and governmental or non-governmental organizations at national and international levels. The program thus prepares students for further postgraduate studies, teaching, and research in the interdisciplinary field of Ethnic and Migration Studies, as well as for positions in administration, communication, business, government, public life, media, and the cultural sector that demand expertise in ethnicity and migration. The program also enables the students to actively contribute with their acquired knowledge and skills to the analysis and debate on ethnicity and migration in a wide range of areas such as the culture, media, and the arts to politics, business, and administration.

Aim

National Qualifications according to the Swedish Higher Education Act

Knowledge and understanding

For a Master of Arts (120 credits) the student shall

• demonstrate knowledge and understanding in Ethnic and Migration Studies, including both broad knowledge of the field and a considerable degree of specialized knowledge in certain areas of the field as well as insight into current research and development work, and
• demonstrate specialized methodological knowledge in Ethnic and Migration Studies.

Competence and skills

For a Master of Arts (120 credits) the student shall

• demonstrate the ability to critically and systematically integrate knowledge and analyze, assess and deal with complex phenomena, issues and situations even with limited information
• demonstrate the ability to identify and formulate issues critically, autonomously, and creatively as well as to plan and, using appropriate methods, undertake advanced tasks within predetermined time frames and so contribute to the formation of knowledge as well as the ability to evaluate this work
• demonstrate the ability in speech and writing both nationally and internationally to report clearly and discuss his or her conclusions and the knowledge and arguments on which they are based in dialogue with different audiences, and
• demonstrate the skills required for participation in research and development work or autonomous employment in some other qualified capacity.

Judgment and approach

For a Master of Arts (120 credits) the student shall

• demonstrate the ability to make assessments in Ethnic and Migration Studies informed by relevant disciplinary, social, and ethical issues and also to demonstrate awareness of ethical aspects of research and development work
• demonstrate insight into the possibilities and limitations of research, its role in society, and the responsibility of the individual for how it is used, and
• demonstrate the ability to identify the personal need for further knowledge and take responsibility for his or her ongoing learning.

Teaching and working methods

Teaching in the program generally involves formats with a high level of student participation. This implies that students and teachers have a shared responsibility for the courses and the program. Within the frame of the courses, the students are provided with the opportunity to specialize and concentrate on the chosen line of studies. The development of the student’s knowledge and competencies is organized in the dialogue between the students as well as between students and teachers. Teaching forms include lectures, workshops, seminars, and individual/group tutorials.

Each course is examined individually or in a group. The forms of examination include mandatory essays, written examinations, active participation in mandatory seminars as well as mandatory course assignments. The forms of examination for each course are specified in the course description. The master’s thesis is presented and defended at a public seminar with an opponent/ discussant after which it is assessed and graded by an examination committee.

Learning environment

The teachers in the program are all doing research in the areas that they teach in their respective courses. This means that courses provide not only an in-depth orientation of knowledge and analysis of each field but also insights into the production of new knowledge and perspectives in research that is ongoing. The teachers you will encounter in the program represent different approaches and perspectives. In addition, students will also meet a number of visiting professors and researchers.

_Are you curious about what it is like to study at LiU? Join us for a chat about what it is like to live and study on our campuses in Sweden. We offer free webinars and recordings for both prospective and admitted degree students throughout the year. Visit our _ _Meet us online _ _page. _

About Linköping University

Linköping University will never rest on its laurels.

In close collaboration with the business world and society, Linköping University (LiU) conducts world-leading, boundary-crossing research in fields including materials science, IT and hearing. In the same spirit, the university offers many innovative educational programs, many of them with a clear vocational focus, leading to qualification as, for example, doctors, teachers, economists, and engineers.

The university has 32,000 students and 4,000 employees on four campuses. Together we seek answers to the complex questions facing us today. Our students are among the most desirable in the labor market and international rankings consistently place LiU as a leading global university.

LiU achieved university status in 1975 and innovation is our only tradition.

History of Linköping University

In 1975 Sweden’s sixth university was founded in Linköping. Since then Linköping University (LiU) has grown considerably, expanding to Norrköping and Stockholm.

Linköping has been an important center of learning since medieval times when Linköping Cathedral offered a school with extensive international contacts and its own student hall in Paris. In 1627 the Cathedral School became the third upper secondary school in Sweden and in 1843 a college for elementary school teachers began operations. In Norrköping, the Fröbel Institute – Sweden’s first college for training pre-school teachers – was founded in 1902.

From university college to university

What would later become Linköping University began to take shape in the mid-1960s. Higher education in Sweden was expanding and in 1965 the Swedish Parliament decided to establish a branch of Stockholm University, together with a university college of engineering and medicine, in Linköping.

In the autumn of 1967, the branch of Stockholm University moved into premises in central Linköping. There the first students could take courses in the humanities, social sciences, and natural sciences. Two years later the units for engineering and medicine got underway.

In 1970 education and research started moving into the recently built Campus Valla, a short distance from the town center. Buildings A and B were the first to be completed. The same year the various parts were merged to form Linköping University College, including faculties of engineering, medicine and arts, and sciences.

The new university college was the first in Sweden to offer study programs in Industrial Engineering and Management and Applied Physics and Electrical Engineering, both starting in 1969. A few years later, in 1975, Linköping University launched Sweden’s first Computer Science and Engineering program.

1975 was also the year when Linköping University College became Linköping University, the sixth university in Sweden. In line with the 1977 reform of the Swedish higher education system, teacher education was also transferred to Linköping University.

Interdisciplinary research and problem-based learning

Linköping University has always worked with innovation in education and research. In 1980 the newly formed Department of Thematic Studies adopted an approach that was new in Sweden. Research was organized in interdisciplinary themes, such as Technology and Social Change or Water and Environmental Studies. Scientists worked across boundaries to solve complex problems. LiU was also first in Sweden to introduce graduate research schools for different themes. The model later spread to other parts of the university and became a national success.

The new Faculty of Health Sciences (Hälsouniversitetet), formed in 1986, combined governmentally and regionally funded education. It introduced a radically changed methodology, being the first in Sweden to use problem-based learning, PBL. Later, LiU became the first university in the world to allow students from different health sciences programs to treat actual patients on a student-managed training ward.

Expansion to Norrköping – and Stockholm

A significant milestone in the history of the University was the opening of Campus Norrköping in 1997. Some programs had previously operated from Norrköping, but the number of students now grew drastically in line with government efforts to expand higher education. Historical factories in the former industrial district were again filled with life, as they were filled with classrooms, laboratories, cafés, a library and of course students.

Linköping University also expanded to Stockholm when the reputable Carl Malmsten School of Furniture sought a collaborative partner from the academic sector. The Malmsten furniture design and handicraft programs became part of LiU in 2000. After almost 60 years at Södermalm in central Stockholm, Malmstens moved to new premises on the island of Lidingö in the autumn of 2009. LiU got its fourth campus.

Buro Millennial / Pexels

LiU in figures

Some important figures for Linköping University.

Education

• 32,000 students (full-time equivalents 17,907)
• 21,400 on Campus Valla
• 5,500 on Campus Norrköping
• 3,900 on University Hospital Campus (US)
• 2,100 distance students and students in other locations, including Campus Lidingö

(Some students take courses on more than one campus.)

• 120 study programs, of which 27 are international programs in English
• 550 single-subject courses
• Exchange agreements with 400 universities in 50 countries
• 2,400 international students
• 2,200 first cycle degrees
• 2,700 second-cycle degrees

Research and scientific training

• 300 professors
• 1,200 PhD students
• 40 licentiate degrees
• 140 doctoral degrees

Staff

• 4,000 employees (full-time equivalents 3,156)