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• Course title: Excursion
• Number of ECTS: 1
• Course code: F3_BORSTUD-2
• Module(s): MABS 1.1 Introductory Module
• Language:
• Mandatory: Yes

Excursion in the Greater Region

10% excursion report/minutes

• Course title: Weekend Seminar
• Number of ECTS: 5
• Course code: F3_BORSTUD-1
• Module(s): MABS 1.1 Introductory Module
• Language: EN, DE, FR
• Mandatory: Yes

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Students should be able to:

understand the central concepts and key terms of Border Studies,
explore the different methodological and theoretical approaches of interdisciplinary Border Studies,
gain understanding of the interdisciplinary field of Border Studies,
identify and evaluate relevant literature within the field of Border Studies.

In this block seminar, basic concepts of Border Studies used in different academic disciplines and in an inter- and transdisciplinary perspective are presented. The basic knowledge acquired in this introductory seminar should help students gain a deeper understanding of borders and (re-, de-) bordering processes in Europe and other border regions all over the world. This course is taught by teachers from all four universities.

30% exam
60% active participation/group work

• Course title: Introduction to Sustainable Development of Border Regions
• Number of ECTS: 4
• Course code: F3_BORSTUD-3
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: FR
• Mandatory: Yes

En suivant le module, les étudiants seront capables de :

Maîtriser d’un point de vue théorique et appliqué le concept de développement durable;
Opérationnaliser les principes du développement durable dans un cadre transfrontalier.

Le développement durable s’est imposé comme un principe phare guidant les politiques mises en œuvre dans tous les pays de l’Union européenne. Or, dans les espaces transfrontaliers, l’application de ce principe se heurte à une série de défis : d’abord, les différents pays et régions ne partagent pas la même interprétation du développement durable. En outre, ils ont des intérêts stratégiques différents. Ensuite, les habitants des espaces transfrontaliers ont des pratiques et des attentes qui ne sont pas les mêmes en la matière, comme en témoigne par exemple l’écart entre le taux de motorisation très élevé au Luxembourg, comparativement aux pays voisins. Enfin, la coopération transfrontalière se révèle bien souvent coûteuse car nécessitant une mise en adéquation de systèmes d’organisation nationale très compartimentés, la rencontre d’acteurs plus nombreux et divers que dans le cas de coopérations menées à l’intérieur d’un pays, les frais éventuels de traduction et d’interprétariat, etc. … ce qui s’oppose paradoxalement au principe d’économie du développement durable. En interrogeant le concept de développement durable dans les espaces transfrontaliers, le cours donnera différents éléments permettant de comprendre le fonctionnement de ces espaces, entre concepts politiques, différences nationales et contacts interculturels.

Commented bibliography on a theme related to cross-border sustainable development (100%).

Blatter, Joachim , 2000, « Emerging cross-border regions as a step towards sustainable development? Experiences and Considerations from Examples in Europe and North America » International Journal of Economic Development, vol. 2, no. 3, 2000, p. 402+. Academic OneFile, Accessed 3 Apr. 2017.
Richard
Laganier
, Bruno
Villalba
et Bertrand
Zuindeau
, 2002, « Le développement durable face au territoire : éléments pour une recherche pluridisciplinaire », Développement durable et territoires [En ligne], Dossier 1 | 2002, mis en ligne le 01 septembre 2002, consulté le 03 avril 2017. URL : http://developpementdurable.revues.org/774 ; DOI : 10.4000/developpementdurable.774
Jacques Theys , 2014, « Le développement durable face à sa crise : un concept menacé, sous-exploité ou dépassé ? », Développement durable et territoires [En ligne], Vol. 5, n°1 | Février 2014, mis en ligne le 04 février 2014, consulté le 03 avril 2017. URL : http://developpementdurable.revues.org/10196 ; DOI : 10.4000/developpementdurable.10196
Thomas M. Wilson, Hastings Donnan (ed.), 2012, A companion to Border Studies, Wiley-Blackwell

• Course title: Geographies of European Integration
• Number of ECTS: 3
• Course code: MAGEO-3
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: EN
• Mandatory: Yes

Designed for Master students in Geography and Border Studies, the objective of the class is – individually and collectively – to advance the analytical understanding of the contemporary
EUropean
project.
Designed for Master students in Geography and Border Studies, the objective of the class is
– individually and collectively – to advance the analytical understanding of the contemporary
EUropean
project.
The course firstly provides students with foundational knowledge to understand the nature, institutions and functioning of the EU. It secondly introduces key concepts anchored in European integration theory and Geography (e.g. integration, Europeanization, multi-level governance) allowing them to analytically reflect on the
EUropean
project, and finally to critically engage with contemporary issues (e.g. the green transition, so-called “left behind regions”, bordering).
Upon completion of the class, students should:

Know some of the key historical milestones having led to the construction of the contemporary EU.
Have acquired basic understanding of legal nature of the EU, its institutions, functioning and its core competences.
Be able to use some of the key concepts related to the EU (i.e.
dis.integration
, multi-level governance, Europeanisation) and to discuss the spatial implications of the European Union.
Have acquired an understanding of how spatial disparities influence Eurosceptic voting.
Be able to comment on published journal articles in European spatial development.

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Whether it is for transitioning towards a greener economy, coordinating European’s answer to the war in Ukraine or reducing spatial disparities, the European Union (EU) is at the heart of contemporary debates on the European continent and globally. Built about 70 years ago to secure peace and prosperity on the Western peninsula of the Asian continent, this hybrid – intergovernmental and supranational – organisation is a formidable example of how contemporary nation states constantly adapt and reinvent themselves, and thereby, revisit key geographic notions, i.e. region, border, territory, regional development. The EUropean political construction has a significant spatial component.

This course introduces you to the spatial dimension of the EUropean political project. It investigates the EU’s spatialities – places, regions and territories – to explore the EU’s importance as a power centre in today’s world. Throughout the class, we examine how social processes at local, regional, national, European, and global level are interconnected and interdependent. For example, we examine how local conditions shape the way citizens relate to the EU project, what values and norms the EU political project endorses and how it positions itself in Europe and in the world.

The class uses flipped pedagogy. Prior to the class, students watch a video online introducing the main concepts and class content. During the seminar, students read a journal article. Students engage with the content by completing exercises in small groups, answering questions and discussing with the whole class.

By discussing some of the most up-to-date academic journal articles published in European studies, Geography and Spatial Planning with their peers and the lecturer, the course is an opportunity for students to both apprehend some of the most complex issues faced by the EU (i.e. rising populist votes, transitioning towards a greener economy) and to critically reflect upon them.

As this course is delivered in the first semester, it not only introduces you to the field of EUropean spatial development but provides also methodological guidelines on how to read a scientific article.

The breakdown of the grade reflects the multiple types of skills we will work on throughout the semester:

For MABS students, the class counts 3 ECTS: 100% class participation .
For MAGEO, the class counts 5 ECTS: 50% research paper, 50% participation.

Marking criteria are:

Subject knowledge
Capacity to articulate a research question including relevance and specificity to question
Use of evidence (e.g. qualitative, quantitative, academic sources)
Developing an argument / analysis
Critical evaluation / thinking
Structuring
Presentation and style
Use of language

Andy Pike, Vincent B
���
, Nicolas Cauchi-Duval, Rachel Franklin, Nadir
Kinossian
,
Thilo
Lang, Tim
Leibert
, Danny MacKinnon, Max Rousseau, Jeroen Royer, Loris Servillo, John
Tomaney
Sanne
Velthuis
(2023): ‘Left behind places’: a geographical etymology. Regional Studies, DOI: 10.1080/00343404.2023.2167972
Purkarthofer
, E. (2024): Spatial Planning and the European Union Europeanisation from Within, Routledge
Rodr
í���ܱ��
-Pose, A. (2018): The revenge of places that don’t matter (and what to do about it); Cambridge Journal of Regions, Economy and Society, 11, p. 189
–209 doi:10.1093/
cjres
/rsx024
Tomaney
, J., Blackman, M., Natarajan, L.,
Panayotopoulos-Tsiros
, D., Sutcliffe-Braithwaite, F., Taylor, M. (2023). Social infrastructure and ‘left-behind places.’ Regional Studies, 58(6), 1237–1250. https://doi.org/10.1080/00343404.2023.2224828
Velthuis, S., Royer, J., Le Petit-Guerin, M., Cauchi-Duval, N., Franklin, R., Leibert,
��T., Pike, A. (2024). Regional varieties of ‘left-
behindness
’ in the EU15. Regional Studies, 59(1). https://doi.org/10.1080/00343404.2024.2417704

• Course title: Introduction to Border Studies in Geography
• Number of ECTS: 5
• Course code: MAGEO-27
• Module(s): MABS 1.2 Basic Module S (Spatial)
• Language: EN
• Mandatory: No

On completion of the course a student should be able to:

Understand and explain different aspects of border regions
Critically reflect different concepts of boundaries
Have a knowledge and understanding on different scales of borders
Develop relevant research questions on border issues

The major aim of this course is to provide and to critically discuss with the students concepts of spatial delineation and demarkation as a special aspect of Political Geography. The interest on bounding spaces increases with new nationalism on the one hand and European integration and globalization on the other. This course will especially focus on bordering, debordering and rebordering processes and bounding space in different scales as well as their spatial conflicts. National borders can be seen as barriers, filters or open contact spaces for people, trade goods and information. Barriers can be different political, fiscal etc systems or even physical barriers like the frontier between the two parts of Cyprus or the former Berlin wall. Filtering borders can e.g. define who can some inside and who will stay outside which is a form of demarcation (e.g. by visa). One example here is the fortress Europe with the FRONTEX program. Open contact spaces are e.g. illustrated within the Schengen area where cross-border cooperation is strengthened and cross-border contacts are possible on a daily basis (e.g. with shopping, working or meeting friends’ activities). Borders can also change their function and character becoming more open or close. From a national perspective border regions are often peripheries, but by overcoming the national peripheral deficits new cross-border regions (debordering/flexible geometries/soft spaces) can develop. The course will discuss if these border regions can become laboratories of the European integration process. Transnational migrants can also build up new integration areas beyond national borders and can

These topics will be illustrated mainly with case study examples on global, European and regional scales. The course will be structured with parts of guided reading, discussions and case studies (“your borders”) – analysed and presented by student groups

20% guided reading
20% participation/ group work
60% final report (oral, written)

• Course title: Introduction to Border Identity
• Number of ECTS: 4
• Course code: F3_BORSTUD-6
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: FR
• Mandatory: Yes

Les interrogations sur les lectures des territoires transfrontaliers comme
« laboratoires de l’Europe » traversent, de manière critique, les recherches conduites dans le même espace belgo-franco-luxembourgeois (Crenn, Deshayes, 2010). Elles sont dominées par une approche constructiviste. Utiles pour dénaturaliser ou historiciser les faits sociaux en rappelant leurs genèses et leurs possibles transformations historiques, elles permettent de montrer que l’émergence de « nouvelles territorialités transfrontalières » a une histoire et que leur succès dépend de conditions de possibilité. Le statut accordé au transfrontalier y est cependant divers. Une première série de travaux s’inscrit ainsi dans l’affirmation de la nouvelle centralité de zones frontières autrefois périphériques, initiant de « nouvelles « formes de gouvernance « multi-échelle » (
Amilhat-Szary
et
Fourny
, 2006). D’autres études contribuent à une extension de la notion aux « nouvelles frontières sociales plus labiles et plus mouvantes » qui s’ajoutent à la frontière d’Etat et s’éloignent d’une définition uniquement territoriale (Groupe Frontière 2004). Un troisième ensemble permet d’interroger la validité d’un concept nomade (Jeanpierre 2010), ce qui ne signifie pas que la frontière n’existe pas et ne produit pas des effets sur le réel mais que l’usage du terme frontière peut contribuer à brouiller les repères et conduire parfois à une surinterprétation transfrontalière.
C’est à une réflexion sur ces points de vigilance que ce cours est consacré. L’ensemble conduit à proposer une approche relevant de la socio-histoire[1] en termes d’espace social localisé pour lire les territoires (trans)frontaliers.
________________________________________
[1] Selon Gérard Noiriel, « la socio-histoire a délimité sa propre sphère d’activité en reprenant aux historiens leur définition du travail empirique, fondé sur l’étude des archives, destiné à comprendre la place du passé dans le présent. Elle a repris aux sociologues le but même qu’ils s’étaient fixé : étudier les relations de pouvoir et les liaisons à distance qui lient les individus entre eux ». (Noiriel, 2008).

Le cours propose une réflexion sur le transfrontalier à partir d’un terrain, le bassin transfrontalier de Longwy. La démarche pédagogique est active. Elle conduit les étudiants à rencontrer différents acteurs de projets transfrontaliers, à découvrir la diversité des grilles de lectures (politiques, médiatiques, artistiques) de ce territoire transfrontalier et à se confronter à la pluralité des regards des sciences sociales à partir des recherches conduites sur ce territoire transfrontalier.��

Expos
é including a written elaboration (term paper)

Arbaret
-Schulz C., Beyer A.,
Piermay
J.-L.,
Reitel
B.,
Selimanovski
C., Sohn C., Zander P.(Groupe Fronti
ère), 2004, « La frontière, un objet spatial en mutation »,
EspacesTemps
, document 842, http ://espacestemps.net/document842.html
Crenn G., Deshayes J.-L., avec la collaboration de
Kmec
S.,
dirs
, 2010, La construction des territoires en Europe. Luxembourg et Grande Région. Avis de recherches , Nancy, Presses universitaires de Nancy.
Deshayes J.-L, 2010a, La conversion territoriale Longwy (1978-2010). Le salariat entre paternalisme et mondialisation , Nancy, Presses universitaires de Nancy.
Deshayes J.-L, 2017, Le transfrontalier, laboratoire de l’Europe ? in Deshayes J.-L., Francfort D.,
dirs
, 2010, Du barbelé au pointillé. Les frontières au regard des sciences humaines et sociales , Nancy, Presses universitaires de Nancy.
Sohn C., Walther O., 2009, « Métropolisation et intégration transfrontalière : le paradoxe luxembourgeois », Espaces et Sociétés , 138, pp. 51-67.
Werner Michael, Zimmermann Bénédicte, 2003, « Penser l’histoire croisée : entre empirie et réflexivité », Annales. Histoire, Sciences Sociales 1/2003 (58e année), p. 7-36.

• Course title: Introduction to Cultural Border Studies
• Number of ECTS: 4
• Course code: F3_BORSTUD-4
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: DE, EN, FR
• Mandatory: Yes

On completion of the course a student should be able to:

Get oriented in the interdisciplinary field of Border Studies from a cultural studies perspective and to recognize and reflect central concepts and approaches
Get to know the methods of Border Studies from a cultural studies perspective and particularities of interdisciplinary work
Identify, independently access and evaluate relevant literature on Border Studies from a cultural studies perspective
Perceive and analyze cross-border social dynamics

This introductory course offers background knowledge as well as fundamental concepts of and approaches to the field of cultural Border Studies. Enabling a deeper understanding of border regions and contact zones from a socio-cultural perspective, this class addresses the main categories of analysis: e.g. space, identities, representation, and language. Where spatial Border Studies focus on the territorial, nation-state structure of the world, Cultural Border Studies turns especially to the (re-)production processes, the symbolic dimension of borders, the representations at both the individual and collective level, and their (im-) material manifestations. This introductory course to Border Studies from cultural studies perspective focuses on central concepts and approaches of the cross-disciplinary work through a series of key texts which have marked the fields of Border Studies and Cultural Studies.

20% active participation/group work
30% oral presentation
50% cumulative term paper

The reading seminar is based on the reading, reflection and discussion of basic texts (German, English, French) in the field of Cultural Border Studies. The active participation of the students is required.

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A list of relevant reading texts will be provided at the given time.

• Course title: Multilingualism in Border Regions: An introduction to Language Contact and Sociolinguistic Research
• Number of ECTS: 4
• Course code: F3_BORSTUD-5
• Module(s): MABS 1.3 Basic Module C (Culture)
• Language: DE, EN, FR
• Mandatory: Yes

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After attending this class, students will be able to:

Comment on their own language biography, language experiences and beliefs on language learning
;
Develop additional language skills in the different languages of their trilingual study program
;
Discuss and co-construct a wider range of models and methods to size and describe pluri-/multilingualism in a sociocultural perspective
;
Understand diverse natural and institutional ways of reaching multiple linguistic competence
;
Cross linguistic and cultural borders by creating meaningful contexts for plurilingual communication
;
Act as responsible mediators and promoters of intercultural communication, within the study program, the Greater Region and beyond
;
Show awareness of the mutual influences and reciprocal relations between members of different speech communities.

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Traditionally, languages were considered as markers of social, cultural, and geographical boundaries and limits between different communities. Our approach, however, emphasizes the potential of language as a means of border-crossing and a resource for transnational communication.Using the Greater Region of SaarLorLux and other border areas as case studies, we will examine various forms of individual, societal, institutional, and territorial multilingualism. Building on the prior knowledge and interests of the participants, and drawing on key research literature (from sociolinguistics, language contact studies, language acquisition, language education, and language policy), we will explore how linguistic practices, language ideologies, and language policies shape social dynamics in border regions. Core thematic areas include language biographies, linguistic landscapes, language hierarchies, educational systems, as well as postcolonial and anti-discriminatory approaches. The aim is to engage in a critically reflective examination of language(s) and multilingualism as socially embedded and politically charged practices – navigating the complex interplay of inclusion, mobility, social cohesion, and educational equity.

Active participation (20%) and interactive oral presentations��(80%)��

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Literature (selection)
:

Auer, Peter (2010):
Sprachliche
Landschaften
. Die
Strukturierung
des
ö�ڴڱ�Գٱ���������
Raums
durch
die
geschriebene
Sprache
. In:
Deppermann
, Arnulf / Angelika Linke (eds.):
Sprache
intermedial.
Stimme
und
Schrift
, Bild und Ton. Berlin/New York, de Gruyter: 271
–298.
Blommaert, Jan (2010). The Sociolinguistics of Globalization. Cambridge 8xav�������� Press.
Busch, Britta (2021).
Mehrsprachigkeit
. 2.
Auflage
. Stuttgart:
utb
Busch, Matthias/ Frisch, Julia/
M
ö�Գٱ��
, Leif/ Wegner, Anke (
Hrsg
. 2025): Transnationale
Europabildung
in
Grenzregionen
.
���Գٱ���徱�������������ä����
Perspektiven
der Schul- und
Unterrichtsentwicklung
. Verlag Barbara
Budrich
.
Cummins, Jim (2006). Language, power and
Pedagogie
. Multilingual Matters Ltd.
De Houwer, Annick/ Ortega, Lourdes (eds. 2019). The Cambridge Handbook of bilingualism. Cambridge 8xav�������� Press.
Ehrhart, Sabine (2012). L’écologie linguistique des créoles
– pour une vision dynamique des langues de contact
Collection Sociolinguistiques (
éd. Henri Boyer). Paris : L’Harmattan.
Ehrhart, Sabine (2019).
Grenzregion
und
Fremdsprachendidaktik
, auf
ewig
ein
Paar
? In: Polzin-
Haumann
, C./
Putsche
, J./
Reissner
, C. (
Hrsg
.).
Wege
zu
einer
������Գ�ü�������������𾱳ٱ�Ի���
���ܳٲ�����-�ڰ����Գ�ö������������
Fremdsprachendidaktik
: Etat de lieux, enjeux, perspectives, 173-186.
Fehlen
, Fernand (2009).
BaleineBis
– Une enqu
ête sur un marché linguistique multilingue en profonde mutation/
Luxemburgs
Sprachmarkt
im
Wandel
, Recherche Etude Documentation No 12. Luxembourg : SESOPI Centre Intercommunautaire.
Fehlen
, Fernand/ Heinz, Andreas (2016). Die
Luxemburger
Mehrsprachigkeit
.
Ergebnisse
einer
�մDZ������ä����ܲԲ�
. Bielefeld: Transcript.
Fehlen
, Fernand (2013). Die
Stellung
des
������Գ�ö������������
in Luxemburg. Von der
Prestigesprache
zur
Verkehrssprache
. In:
Sieburg
, H. (
Hrsg
.):
Vielfalt
der
Sprachen
–
Varianz
der
Perspektiven
. Transcript, 71-113.
Garc
ía, Ofelia (2009). Bilingual Education in the 21st Century: A Global Perspective, Wiley Blackwell.
��ö����
, Steffen /
��������
, Philipp (
Hrsg
. 2025).
Nachbarsprachen
–
Sprachnachbarn
.
Mehrsprachigkeit
und
Sprachpolitik
in
Deutschlands
Grenzregionen
. Nomos.
Perregaux
, Christiane et al. (
��
. 2003). Education et Ouverture aux langues à l’école. Neuchâtel : CIIP.
Spolsky
, Bernard (2009). Language management. Cambridge 8xav�������� Press: Cambridge.
Weber, Jean-Jacques/ Horner, Kristine (2018).
Introducting
Multilingualism. A social approach. 2nd edition. Routledge.

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• Course title: Introduction to Migration Studies
• Number of ECTS: 3
• Course code: F3_BORSTUD-10
• Module(s): MABS 2.1 Advanced Module S1: Migration Research
• Language: EN
• Mandatory: Yes

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By carrying out the course work and actively participating in class, on completion of the course the students should gain:
–������������
An understanding of the trends, characteristics, causes and
–������������
effects migration
–������������
An understanding of the different perspective involved in the governance of migration and migrant-related diversity
–������������
An understanding of the different disciplinary lenses and focuses that can be used in the study migration
–������������ An ability to apply this knowledge to new problems in the field of migration
–������������
An ability to contextualize, evaluate and present empirical research and conceptual elaboration relative to the study of migration
–������������
An ability to critically reflect and discuss topics and issues related to�� migration

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After completion of this course, students should be able to discuss the following questions:

• What types of migration can we identify? Why is it important to discuss these?��


• What is the state-of-the-art in migration research (perspectives, disciplines, theories, methods)?��


• What are the dimensions in migration research? Why is it important to connect them?��


• What could be relevant research questions in migration studies?��


• What are the ethics of migration research?��


• What are the future challenges to theorizing migration?

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Migration is a heavily debated topic in the political field and in the media but in the last few decades the study of human migration has also become an interdisciplinary field of study in its own right. Drawing from a number of rich disciplinary traditions coming from geography, sociology, psychology political science, law, etc. migration studies address a variety of topic concerning the movement of people and the diversity resulting from this movement.
The course will offer an introduction to this field of studies and the main concepts, theories and themes relevant for the understanding and study of migration. Additionally, the course will encourage students to critically reflect on and engage with the main notions, categories and terms commonly used in political and public discourses when discussing the movement of people, problematizing their meaning and uses.

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Final exam during exam session
Active participation in class and critical engagement with the readings
��
– 20 percent active participation
– 30 percent oral presentation during the semester
–��50 percent essay at the end of the semester
��

(non-exhaustive list)
– Scholten, P. Ed. (2022).
Introduction to Migration Studies: An Interactive Guide to the Literatures on Migration and Diversity
. IMISCOE Research Series, Springer (Selected Chapters)
– Crawley, H., Skleparis, D. (2018). Refugees, migrants, neither, both: categorical fetishism and the politics of bounding in Europe’s ‘migration crisis’.��
Journal of Ethnic and Migration Studies
,��44(1), 48-64.
– King, R. (2012). Theories and typologies of migration: An overview and a primer. Willy Brandt Series of Working Papers in International Migration and Ethnic Relations 3/12, 8xav��������.
– Fibbi, R., Midtbøen, A. H., Simon, P. (2021).
Migration and discrimination: IMISCOE short reader.
Springer Nature.
(Selected Chapters)

• Course title: Methoden in der Migrationsforschung
• Number of ECTS: 3
• Course code: F3_BORSTUD-11
• Module(s): MABS 2.1 Advanced Module S1: Migration Research
• Language: DE, EN
• Mandatory: Yes

��On completion of the module, students should be able to:

• determine particularities of migration flows,
• know and apply qualitative and participatory methods of migration research,
• critically reflect upon their own research action,
• independently develop scientific research questions in the context of international migration,

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The course will discuss different research methods used in migrations studies and will also explain the development of an own research project design.

100% Creating an own research design and elaborating the required methods

Reading will be announced in the course

• Course title: Language and Power: A Sociolinguistic Approach to Colonialism
• Number of ECTS: 3
• Course code: MALDMMC-145
• Module(s): MABS 2.3 Advanced Module C1: Language/s and Society/ies
• Language: EN
• Mandatory: No

By the end of the course, the students will:��

• Have a more nuanced understanding of language and its interrelationship with power through the phenomenon of colonialism


• Gain a deeper and more rigorous understanding of colonialism and its effects on language


• Gain knowledge on key sociolinguistic theories of colonialism

This course explores the relationship between colonialism and language. Its aim is to think critically and rigorously about the link between language and power within the framework of ‘modern colonialism’ (15th-20th century), with particular emphasis on its continuing repercussions. In other words, we will delve into a historical sociolinguistic approach that traces the effects of modern colonialism on current language dynamics. As a means of illustration, creole languages, along with nonstandard varieties of different languages, are taken as prime examples of languages mostly born out of colonial rule. By discussing these language varieties, not only will we attempt to show the relationship between language and power, but also discover different views on language and colonialism that attempt to go beyond the ‘eurocentric’ narrative. We will therefore be looking at language contact and mixing through the histories of nonstandard varieties, which requires going beyond a narrow understanding of language, power, and colonialism.

• Class participation


• In-person mid-term exam


• In-person final exam

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Bibliography:

Readings will be uploaded on Moodle. However, below you’ll find a list of potential readings to be assigned throughout the course:

• Osterhammel, J. (2010). Colonialism: A Theoretical Overview. Markus Wiener Publishers, Princeton. Heller M. McElhinny, B. (2017).


• Language, Capitalism, Colonialism: Toward a Critical History. 8xav�������� of Toronto Press.


• Deumert, A., Shepherd, N. Storch, A. (2020). Colonial and Decolonial Linguistics: Knowledges and Epistemes. Oxford 8xav�������� Press.


• Grenoble, L.A., Bulatova, N.J. (2017). Language Standardization in the Aftermath of the Soviet Language Empire. In P. Lane, J. Costa, H. De Korne (Eds.), Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery, (pp. 118-134). Routledge.

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• Course title: Intercultural Management: from Theory to Practice
• Number of ECTS: 2
• Course code: MALDMMC-238
• Module(s): MABS 2.3 Advanced Module C1: Language/s and Society/ies
• Language:
• Mandatory: No

• To introduce students to the subjects of responsible global and intercultural management practices at work.


• To investigate, based on case studies, contexts and processes of responsible global and intercultural management.


• To give insights into responsible management practices and inclusive collaboration strategies in international business settings.


• To provide students with theoretical and practical (socio-anthropological and intervention-based methods for the development of individual and collective collaboration competences in international work settings.


• To contribute to the development of students’ communication and management competences in international work settings.

We live in a highly complex world. The climate emergency, the multiple crises (health, energy, etc.), the conflicts between countries, forced migration, and the decline of multilateralism hinder the path towards the achievement of the Sustainable Development Goals (SDGs). This situation not only makes us aware of our interdependence on a global scale and of the indispensable solidarity, but also of our responsibility at all levels: individual and collective, private and public. It is urgent to act together to find solutions for forms of cohabitation and collaboration that are more respectful of our environment, of our spaces and species, and of our bodies and minds (Mbembe, 2022). In other words, we need to co-construct global cultures that facilitate individual and collective responsibility.

This course focuses on the communication and management practices and challenges in international work settings where individuals and teams face social, cultural and linguistic diversity. What kind of interaction strategies do managers and employees develop and apply to make their collaboration and their projects work in those highly complex contexts?

On the one hand, the participants will be invited to think about their own cultural background, identity and communication behaviour. On the other hand, they will be introduced to the concepts of “intercultural management” and “responsible global management” from theoretical and from practical viewpoints to reflect on forms of international collaboration for a more sustainable future.

The course aims at stimulating the development of responsible global management competences of (future) actors on the international stage.

Written assignment or oral presentation (in groups).

Selected Bibliography

Barmeyer Ch. Franklin P. (2016). Intercultural Management. A Case-Based Approach to Achieving Complementarity and Synergy. London: Palgrave Macmillan.




Bolten J. (2018). Einführung in die Interkulturelle Wirtschaftskommunikation. Göttingen: Vandenhoeck Ruprecht.




Dhiman S. K., Marques J. F., Schmieder-Ramirez J. and P. G. Malakyan (2023). Handbook of Global Leadership and Followership. Integrating the Best Leadership Theory and Practice. Cham: Springer.




Jordans E., Ng’weno B., Spencer-Oatey H. (2020). Developing Global Leaders. Insights from African Case Studies. Cham: Springer/Palgrave Macmillan.




Mbembe A., Rioux R. Kodjo-Grandvaux S. (2022). Pour un monde en commun. Regards croisés entre l’Afrique et l’Europe. Arles : Actes Sud.




Mendenhall M. E., Miska C., and Stahl G. K. (2020). Responsible Global Leadership. The Anatomy and Promise of an Emerging Field. In M. E. Mendenhall, M. Žilinskaite, G. K. Stahl, and R. Clapp-Smith (2020) (Eds). Responsible Global Leadership. New York: Routledge.




Mendenhall M. E., Osland J., Bird A., Oddou G. R., Stevens M. J., Maznevski M., Stahl, G. K. (Eds.) (2017). Global Leadership: Research, Practice, and Development. New York: Routledge.




Nardon L. (2017). Working in a Multicultural World. Toronto : 8xav�������� of Toronto Press.




Saks M. (Ed.) (2023). Responsible Leadership. Essential to the Achievement of the UN Sustainable Development Goals. London: Routledge. (cf. Durant al.)




Stahl G. K., Miska C., Noval L. J., Patock V. J. (2020). Responsible Global Leadership: A Multi-Level Framework, 178–201. In Research Handbook of Global Leadership. Cheltenham: Edward Elgar Publishing.




Stalder P. (2018). Management interculturel : entre théorie et anarchie. Dans P. R. Cloet, A. M. Guénette, E. Mutabazi Ph. Pierre, Le défi interculturel. Enjeux et perspectives pour entreprendre. Paris : L’Harmattan.




Stalder P. (2022). Intercultural Work Settings: Which Competencies for Managers and Teams? In I. Stolz S. Scherrer (eds), International Leadership – Effecting Success Across Borders in a Boundaryless World, Springer Gabler.