Le Grand Syllabus 2017/2018
While considering in greater detail the U.S. historical experience (for reasons to be discussed in the ﬁrst session), the course will provide a comparative exploration of afﬁrmative action policies including the cases of India, South Africa, Malaysia, the United Kingdom, Canada, and France. Some of its goals are : - To examine the connections (or lack thereof) between contemporary theories of social justice and equality (put forward by authors such as John Rawls, Amartya Sen, Ronald Dworkin, John Roemer) and antidiscrimination law and policies ; - To examine the connections (or lack thereof) between contemporary theories of multiculturalism (put forward by authors such as Will Kymlicka and Charles Taylor, and criticized by authors such as Brian Barry and Richard Thompson Ford) and antidiscrimination law and policies ; - To clarify the concepts of race and ethnicity and describe their interrelations in a variety of national contexts and spheres of public discourse ; - To identify the analytical and empirical links between racism, discrimination, and afﬁrmative action ; - To disaggregate the notion of “discrimination” so as to uncover distinctions that are relevant to policy analysis in all the countries under examination (“disparate treatment” versus “disparate impact”, intentional versus unintentional discrimination, animosity-driven versus “statistical”, calculation-based discrimination) ; - To distinguish and assess potential justiﬁcations for afﬁrmative action (the “corrective justice” argument ; the “diversity”/multiculturalist argument ; the “deracialization” argument), while accounting for the predominance of some over others in the countries and/or discursive spheres to be considered ; - To identify the empirical effects and side effects of afﬁrmative action – and of the ways in which that policy has been legitimized by political and legal actors ; - To sketch a typology of afﬁrmative action programs according to the criteria used for identifying their intended beneﬁciaries, the – more or less ﬂexible – form of the programs involved, the level (constitutional, legislative, administrative) of the legal rules from which they derive, the programs' 1546
domain of implementation, and the justiﬁcations more or less successfully advanced in their behalf. Lastly, one will consider the hypothesis that in some contexts afﬁrmative action programs can only be successful and/or legally admissible to the extent that they remain indirect, implicit, or both. The implications of that paradoxical conclusion will be discussed in light of the publicity principle which is often thought to be a key component of any democratic political order. Required reading : Joppke C. (2007). “Transformation of Immigrant Integration : Civic Integration and antidiscrimination in the Netherlands, France, and Germany,” World Politics 59 (2) ; Bloemraad. I (2007). « Unity in Diversity ? Bridging Models of Multiculturalism and Immigrant Integration », Du Bois Review, 4(2), p. 317-336 ; Taguieff P-A. (1988). La force du préjugé. Essai sur le racisme et ses doubles, Paris, La Découverte, chap. 8 « Du racisme : modèles, types idéaux, variantes, paradoxes », p. 309-337.
MOBILITE ET PROJET URBAIN
Semestre : Printemps Nombre d'heures : 24 Langue d'enseignement : français
Enseignants : Nicolas LOUVET (Gérant, 6T - Bureau de recherche), Magali VOLKWEIN (Directrice du pôle urbanisme, Devillers et Associés). Prérequis : Aucun. Format pédagogique : Séminaire Mode de validation : La validation sera sanctionnée de deux manières : La participation au cours évaluée à partir de plusieurs interrogations courtes (10 minutes) basées des questions de cours. (40% de la note globale). Un exposé qui consiste en un travail de controverse. Quatre controverses sur l'offre de transport dans les projets urbains seront préparées préalablement et débattues sur les deux dernières séances par des groupes d'élèves constitués lors de la première sé