Exploring Migration and Social Attitudes in Europe

1. On the Move to Destination Europe

2. Before the lesson

3. LET’S LOOK MORE CLOSER TO MIGRATION: WHAT IS THE SITUATION ABOUT MIGRATION TOWARDS THE EU AT THE MOMENT? Source: https://data2.unhcr.org/en/documents/download/76334 How can we describe the results?

4. https://destinationeurope.uni.lu

5. 0. Reflection ... You have played the role-play game "Destination Europe". What did you learn - about your personal situation? - The social discussions on migration at local, national and European level? - The possible scenarios regarding migration? - Your own position on migration?

6. Homework: Talk with your family … Where were you born? Where do you live now? Where do you think you will live in about 10 years? Where did your mother and father come from (place)? Where did your grandparents of both your parents come from (place)?

7. On the move Source: http://www.haibach-donau.at/wp-volksschule3/?attachment_id=6514#main Please stand up …..

8. IMAGINE (ONE OF) YOUR PARENTS GET(S) A VERY GOD JOB IN LATVIA, GREECE, TURKEY OR SERBIA. YOUR FAMILY DECIDES TO MIGRATE TO THAT COUNTRY, YOU CANNOT STAY IN THE NETHERLANDS ANYMORE. 1. WHAT WOULD CHANGE FOR YOU? WHAT EFFORTS WOULD YOU HAVE TO MAKE? 2. WHAT WOULD YOU PERSONALLY EXPECT/APPRECIATE TO MAKE YOUR START IN THE COUNTRY EASIER? LATVIA SERBIA GREECE TURKEY Source: https://mapswire.com/europe/political-maps/

9. IN WHICH COUNTRIES DO YOU THINK PEOPLE HAVE MORE POSITIVE FEELINGS AND IN WHICH COUNTRIES MORE NEGATIVE FEELINGS TOWARDS IMMIGRANTS? NETHERLANDS - ITALY - SPAIN - GERMANY - HUNGARY - SWEDEN I THINK IN …. PEOPLE WILL HAVE MORE/LESS POSITIVE/NEGATIVE FEELINGS TOWARDS IMMIGRANTS, BECAUSE …… Source: https://mapswire.com/europe/political-maps/

10. GENERALLY WHICH PEOPLE DO YOU THINK HAVE MORE POSITIVE/ MORE NEGATIVE FEELINGS TOWARDS IMMIGRANTS? THINK ABOUT: EDUCATION (low/high) INCOME (low/high) GENDER (men/women) RESIDENCE (small towns/big cities) AGE (young/old) I THINK THAT …….PEOPLE ….. WILL HAVE MORE/LESS POSITIVE/NEGATIVE FEELINGS TOWARDS IMMIGRANTS, BECAUSE ……

11. HOW DO WE KNOW? - As you do did in the previous activity, social scientists construct hypothesis, which have to be underpinned by arguments. If possible then social scientists try to collect data to prove their ideas with their findings. - - You will now answer questions social scientists use to measure dimensions. A dimension can be imagined as a line with at the two ends two opposed points of view. dimension ++ - - Only coffee Only tea Mostly coffee Mostly tea Coffee and tea - One of these dimensions is about immigrants, the other dimension is about priorities for your country at the moment. Sources: https://commons.wikimedia.org/wiki/File:A_small_cup_of_coffee.JPG https://tr.m.wikipedia.org/wiki/Dosya:Lipton-mug-tea.jpg

12. DO YOU UNDERSTAND THE QUESTIONS AND WHAT YOU HAVE TO DO? You will have to answer the follwing questions about immigrants on a scale of 0-10 Immigrants take jobs away from Dutch people (0= I don’t agree at all – 10= I agree totally) Immigrants make crime problems worse (0= I don’t agree at all – 10= I agree totally) Immigrants are a strain on a country’s welfare system (0= I don’t agree at all – 10= I agree totally) You will have to give the first and second priority for The Netherlands for the next 10 years A Maintaining order in the nation B Giving people more say in important government decisions C Fighting rising prices D Protecting freedom of speech

13. WHAT’S YOUR OPINION? GO TO www.atlasofeuropeanvalues.eu ENTER Classroom JOIN Classroom – USE STUDENT CODE ……….. ANSWER THE QUESTIONS CAREFULLY. READY?  ANSWERS  EXIT CLASSROOM & WRITE DOWN REASONS FOR YOUR

14. READ THE TEXT CAREFULLY. - Do you have any questions? Source: https://pixabay.com/illustrations/question-mark-note-duplicate-2405202/

15. NOW THE CLASSROOM RESULTS SHOULD BE DISCUSSED - - The results of the class will first only be shown for the whole class. First the results for the class will be compared with the average NL- results: How could we explain similarities/differences? Then the results of the individual students will be displayed? Do we see big differences? Why (not)? How could it be in NL as a country? Then all results are dipalyed: do we see a correlation for materialism/ethnic threat Then also the average results for Germany, Sweden, Spain, Hungary and Italy will be displayed. What differences can be observed? How can these differences be explained? Then according to the students’ answers certain groups in the five countries will be displayed: education, income, residence, gender, ….. Do we see the theories being confimed or not? - - - -

16. SUMMARIZING THE RESULTS “We see that both/only competition theory and contact theory can explain views on immigrants: People with low/high education, low/high income, living in small/big cities, young/old people, men/women have more positive/negative views on immigrants. This can be explained because people with low/high education ….. people with low/high income …. , people living in small/big cities ….., young/old people ……., men/women ………. The following aspects seem to have the most explanatory power: ………………..”

17. HOW CAN WE EXPLAIN THE DIFFERENCES BETWEEN COUNTRIES? Is there a correlation between income (GDP per capita) and perceived ethnic threat? Is the correlation consistent with theory? If necessary, maps can be displayed here using the map module: On the left side the dimension perceived ethnic threat and on the right side context data like GDP etc.

18. SUMMARIZING THE RESULTS FOR THE COUNTRIES “We see that differences between countries can be explained by the dimension of post-materialism / income /economic growth / unemployment rate / number of immigrants / religious diversity. This can be explained because the dimension of post- materialism ……. / the income in a country ……../the economic growth in a country ………./ unemployment rate in a country………. / the number of immigrants in a country ………. / in a country ………. the the religious diversity The results totally/partly/barely confirm the theories about perceived ethnic threat and differences across countries.”

19. Who is welcome? https://commons.wikimedia.org/wiki/File:Syrian_refugees_strike_in_front_of_Budapest_Keleti_railwa y_station._Refugee_crisis._Budapest,_Hungary,_Central_Europe,_4_September_2015.jpg https://commons.wikimedia.org/wiki/File:Refugees_from_Ukraine_at_border_posts_in_th e_west_of_the_country.jpg A. Read the two articles.

20. Who is welcome? B. Receiving migrants is a sign of solidarity. An important aspect here is socio-spatial solidarity. This is about proximity linked to identity: the closer (a group of) people are geographically to each other, the higher the degree of solidarity. Europeans are generally more concerned with the living conditions of people who live closer, such as people in their neighbourhood, region or country, than with those of people who live in the rest of Europe or the world. 1. To what extent does this theory also apply to the reception of refugees in Central European countries? 2. And how, do you think, is it in the Netherlands?

21. Who is welcome? C. The higher the score, the more people are concerned about people who are further away. To what extent do the data in this map support your answers in assignment B?

22. Who is welcome? D. Another aspect that plays a role in solidarity is the degree of helpfulness. For this, the CARIN model is used, which tries to explain differences between countries but also between individuals: - Control: In general, people feel more solidarity when individuals are in need due to events beyond their control, such as disability or old age. - Attitude: The more gratitude is shown by an individual, the more feelings of solidarity and merit people develop for this individual. - Reciprocity: If the individual in need gives something in return for the support received, for example because he or she has contributed to society in some way, this leads to more feelings of solidarity. - Identity: If individuals can identify with someone, because he or she looks like them or comes from the same group, they are more likely to relate to this person. - Need: More essential and necessary support is seen as more legitimate and therefore leads to more feelings of solidarity. Investigate for both migrant groups, to what extent the CARIN model explains the different attitudes in European societies. Use additional information for this.

23. Once they are here, what should immigrants do? It is better if immigrants adopt the customs of the country. Immigrants can stick to their own customs. ____________________________________________ Opinion Line

24. It is better if immigrants adopt the customs of the country. Immigrants can stick to their own customs. ____________________________________________

25. But there are differences… Young Old

26. But there are differences … Migration Background No Migration Background

27. Activity: Chessboard A. Who do you (not) want as a neighbour? Family A consists of father, mother, three daughters and four sons between the ages of 1 and 17. Family B, mother, father and a 9-year-old son came from Central Europe to work here two years ago. C came out of prison last month. Family D, father, mother and two daughters (twins aged 16) have a Sinti background. The grandparents still travelled in Europe. E joined Islam because he thinks it is the right religion. F drinks a lot of alcohol.

28. Who do Europeans not want as neighbours? Neighbourhood question as a means to measure tolerance - What is the difference between the two cards?

29. Who do Europeans not want as neighbours? Change? Not as a neighbour: People of a different race 1999 2017

30. Activity: Chessboard B. Who do you want as a friend? Source: https://thenounproject.com/term/four- friends/655186/ A did not declare his freelance income to the tax authorities. B does not pay for his bus and train tickets. C works at the university and gives students a pass in return for payment. F had an abortion D is divorced E is homosexual

31. Tolerance • Private Tolerance: in relation to individual choices and personal freedom • Public Tolerance: in relation to civic duties 31

32. Activity: Chessboard B. Who do you want as a friend? Source: https://thenounproject.com/term/four- friends/655186/ A did not declare his freelance income to the tax authorities. B does not pay for his bus and train tickets. C works at the university and gives students a pass in return for payment. F had an abortion D is divorced E is homosexual

33. Activiteit: Schaakbord B. Wie zou je als vriend willen hebben? Source: https://thenounproject.com/term/four- friends/655186/ A heeft zijn inkomsten uit freelancer niet bij de belastingen gedeclareerd. B betaalt niet voor zijn bus en trein tickets. C werkt aan de universiteit en geeft studenten een voldoende tegen betaling. D is gescheiden E is homoseksueel F had een abortus Which examples are about private and which about public tolerance?

34. How is personal and public tolerance measured? To what extent is this behaviour justified (okay)? 0 = never - 10 = always Private Tolerance Homosexuality Abortion Divorce Euthanasia Public tolerance Benefit fraud Tax fraud Accepting bribes Black market driving on public transport

35. RESEARCH GA TO: www.atlasofeuropeanvalues.eu Choose ENGLISH Go to CLASSROOM Choose Explore Select for the x-axis "PRIVATE MORAL /Tolerance" and for the y-axis "PUBLIC Moral /Tolerance". Click on SUBMIT

36. Private versus public tolerance What do you notice?

37. You are now going to formulate research hypotheses and then investigate. 1. You can think of a correlation between two dimensions. For example, that people in countries, who score high on private tolerance, also score high on public tolerance, because they are simply more "tolerant" and accept more behaviour. We saw in the example with assignment A, that this is not the case, because then we should have seen a rising line. What connection could you think of between private OR public tolerance and on the other hand: 1. post-materialism (people indicate whether they consider the situation in their country unsafe and unstable [= materialism, low score], or whether they consider the situation in their country stable and want more freedom and control [= post- materialism, high score]) 2. authoritarianism (the extent to which people accept authority) 3. social trust (the extent to which people trust other people) 4. political trust (the extent to which people trust their government, the government and politicians) Now examine one correlation using at least five representative countries (i.e. the countries must be divided according to the score on the dimension you choose).

38. 2. You can think, that different people in a country score differently or equally on the dimension of private or public tolerance. For example, that young people score higher on private and on public tolerance, because on the one hand they are used to make their own decisions about their own life (sexuality) or have experiences with it (divorce of parents), but on the other hand they don't care about rules and e.g. drive illegally. You can check this by selecting younger and older people in the respondent groups. Now think of a connection for the following groups: 1. high/low income 2. high/low education 3. urban/rural 4. religious/non-religious 5. migrants/non-migrants Now examine one correlation using at least five representative countries (i.e. the countries must be distributed according to the score on the dimension you choose).

39. READ THE TEXT CAREFULLY. - Do you have any questions? Source: https://pixabay.com/illustrations/question-mark-note-duplicate-2405202/

40. Private versus public tolerance Discuss your findings

41. PROPOSAL Work in mixed groups of 4 or 5 students: Try to develop two concrete actions the EU should take now in respect of immigration. They must be SMART: Specific, Measurable, Achievable, Realistic, and Timely. Present your proposals in 2 minutes: what – why – possible effects?

42. PROPOSAL Two concrete actions the EU should take now in respect of immigration Present your proposals in 2 minutes: what – why – possible effects?

43. PROPOSAL Two concrete actions the EU should take now in respect of immigration Present your proposals in 2 minutes: what – why – possible effects? DEBRIEFING

44. BAGGAGE CHECK Source: https://publicdomainvectors.org/en/free-clipart/Airport-check-in/85125.html How would these people react on your proposals?

45. BAGGAGE CHECK Source: https://publicdomainvectors.org/en/free-clipart/Airport-check-in/85125.html How would these people react on your proposals? DEBRIEFING

46. Where would you locate your actions? PROPOSAL

47. Where would you locate your actions? PROPOSAL DEBRIEFING

48. HOMEWORK 1. The dimension perceived ethnic threat consists of three items: v185: (1) Immigrants take jobs away from [NATIONALITY] versus (10) Immigrants do not take jobs away from [NATIONALITY] v186: (1) Immigrants make crime problems worse versus (10) Immigrants do not make crime problems worse v187: (1) Immigrants are a strain on a country’s welfare system versus (10) Immigrants are not a strain on a country’s welfare system To what extent do we see differences between the three items for the European countries, and what might be explanations therefore? 2. Next to materialism-post-materialism there are also other dimensions which relate to the dimension of perceived ethnic threat. These are social trust, authoritarianism, gender equality values, political left-right-self-placement, cosmopolitanism, income equality values and political trust. Choose two of these other dimensions and explore the relation with these dimensions in relation to perceived ethnic threat.

49. Evaluation assignment When you look back on the series of lessons as a whole, write down as concretely as possible: A. What did you learn? B. In what ways did the classroom tool, the maps and the teaching methods support your learning?