This document discusses discrimination faced by migrant and Roma minorities in Ukraine. It provides information on the national composition and legal status of foreigners in Ukraine. Ukrainians make up 77.8% of the population, while Russians are the largest minority at 17.3%. The document also examines Ukraine's asylum system, issues of racism and discrimination faced by the Roma minority, support for foreign students, and the role of civil society in combating discrimination.
The document chronicles the history and migration of Roma people from the 10th century to the 20th century. It outlines their arrival and settling in various regions of Europe between the 10th-16th centuries. It then discusses the beginning of expulsions from countries like Germany, Russia, and Poland in the 16th century. The 17th-18th centuries saw continued expulsions in Western Europe and use as military recruits in Eastern Europe. The 19th century marked the end of enslavement in Romania and Moldova, while the 20th century brought anti-Gypsy legislation, genocide under the Nazis, and internment camps during World War II.
This document provides information about a training course taking place from September 18-28, 2012 in Strasbourg, France to combat discrimination against migrant and Roma minorities. The training will bring together 36 youth leaders and community leaders from EU and neighboring countries to exchange experiences and ideas. Through non-formal educational methods, the training will facilitate understanding of discrimination faced by minorities and promote their inclusion. Participants will learn about concepts like discrimination and develop recommendations and partnerships to promote social cohesion. The training will focus on identifying and addressing prejudices that lead to discrimination against Roma and migrant minorities in Europe.
This document discusses discrimination faced by migrant and Roma minorities in Ukraine. It provides information on the national composition and legal status of foreigners in Ukraine. Ukrainians make up 77.8% of the population, while Russians are the largest minority at 17.3%. The document also examines Ukraine's asylum system, issues of racism and discrimination faced by the Roma minority, support for foreign students, and the role of civil society in combating discrimination.
The document chronicles the history and migration of Roma people from the 10th century to the 20th century. It outlines their arrival and settling in various regions of Europe between the 10th-16th centuries. It then discusses the beginning of expulsions from countries like Germany, Russia, and Poland in the 16th century. The 17th-18th centuries saw continued expulsions in Western Europe and use as military recruits in Eastern Europe. The 19th century marked the end of enslavement in Romania and Moldova, while the 20th century brought anti-Gypsy legislation, genocide under the Nazis, and internment camps during World War II.
This document provides information about a training course taking place from September 18-28, 2012 in Strasbourg, France to combat discrimination against migrant and Roma minorities. The training will bring together 36 youth leaders and community leaders from EU and neighboring countries to exchange experiences and ideas. Through non-formal educational methods, the training will facilitate understanding of discrimination faced by minorities and promote their inclusion. Participants will learn about concepts like discrimination and develop recommendations and partnerships to promote social cohesion. The training will focus on identifying and addressing prejudices that lead to discrimination against Roma and migrant minorities in Europe.
Dance has been used since prehistoric times as a tool for collective identity and altered states of consciousness. Early humans would dance in groups with loud singing and rhythmic movements to prepare for dangerous battles by losing their individual identities. Dance was also used to pass down myths and stories before written language. It remains an important part of ceremonies, rituals, celebrations and entertainment across cultures as a form of expression, exercise and fun.
The Charitable Salus Foundation was established in 1996 to promote public health, prevent diseases, and work with socially vulnerable groups. It partners with several European and Ukrainian public health organizations. Some of its initiatives include training programs on breast cancer prevention for young people, art campaigns against AIDS from 1997 to 2011, and HIV prevention services for teenagers.
The document describes a project that aims to bring together youth from different countries in Sibiu, Romania in April 2013. The project involves 55 participants from sending countries and focuses on getting to know other participating NGOs to create future partnerships and projects, as well as ensuring intercultural exchange through workshops, evenings, and discussions on shared challenges. The project aims to foster understanding between cultures and increase knowledge of ethnic minorities across Europe.
Competences of a youth leader in an intercultural youth projectGabriel BREZOIU
The document discusses the roles and competencies of a youth leader for an intercultural youth project involving the EU and partner countries. It states that a leader is necessary to coordinate and structure the group's goals and activities. Key responsibilities of a youth leader include helping define goals, ensuring the group stays on task, facilitating discussions, and motivating members. Competencies include basic knowledge of their role and group leadership, understanding the project goals, and skills like structuring work, handling interpersonal dynamics, active listening, and being able to set aside personal views. While not needing to be an expert on the topic, the leader does require a basic understanding to properly facilitate discussions. The role of experts is then to provide knowledge and
Georgia has a predominantly Orthodox Christian population, with 83% belonging to the Georgian Orthodox Church. Other religious groups include Muslims at 10%, Armenian Apostolic Church at 4%, and Roman Catholics at 2%. The currency of Georgia is the lari, where 1 lari equals 2.15 euros.
Youth Association DRONI is a Georgian non-profit organization that promotes education, human rights, and youth development. It implements programs in areas like education, gender issues, conflict prevention, and youth participation. DRONI works with various groups in Georgia and cooperates with organizations in Europe. It currently hosts 12 European volunteers through the European Commission's Youth in Action program to support its work in media outreach, intercultural exchange, and human rights education.
The document summarizes the situation of Roma people living on the streets of Paris, France. France's new Socialist government announced measures to help Roma access legal employment by expanding the list of jobs allowed and reducing restrictions. However, many Roma continue to live in poor conditions on the streets, saying they have no opportunities in Romania. The document describes the daily lives of Roma families in Paris who rely on begging and feel discriminated against by both governments and societies in Europe.
The document describes programs in Romanian prisons to help integrate Roma people back into society. It provides context that Roma people are the second largest ethnic minority in Romania, making up 3.2% of the population. One such program is called "Over obstacle with hope and faith" which provides education, vocational training, counseling and job assistance to around 150 Roma inmates. The program aims to help Roma prisoners successfully rejoin their communities upon release.
This document outlines 8 key competences as defined by the European Reference Framework:
1. Communication in the mother tongue
2. Communication in foreign languages
3. Mathematical competence and basic competences in science and technology
4. Digital competence
5. Learning to learn
6. Social and civic competences
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression
It then provides 8 multiple choice questions with explanations of the correct answers that assess understanding of definitions and skills included within each of the 8 key competences.
The document summarizes 10 important immigration news stories from June 2015. Story 1 discusses the U.S. and Cuba ending their Cold War hostilities and normalizing diplomatic relations. Story 2 covers Mexico joining efforts to reduce migration from Central America by deporting over 50,000 migrants. Story 3 is about a new Louisiana law that targets immigrants by preventing undocumented immigrants from getting married in the state.
Youthpass is a new tool to help participants in the Youth in Action program describe what they have done and demonstrate what they have learned. It provides confirmation of participation and an individualized description of activities and learning outcomes. Youthpass recognizes non-formal learning and is based on the key competences for lifelong learning. It aims to improve visibility of learning in the program and connect it to formal education. While not a formal qualification, Youthpass describes learning in a way that can be understood outside the youth field.
DE L'EMPIRE ANCIEN À L'EMPIRE MONDIAL CONTEMPORAIN.pdfFaga1939
Cet article vise à présenter la trajectoire des empires et des impérialismes à travers l'histoire de l'humanité qui ont évolué vers l'impérialisme unifié ou l'empire mondial à l'époque contemporaine. Les anciens empires ont été dirigés par des États impériaux existant dans l'Antiquité jusqu'au XIXe siècle, auxquels ont succédé des impérialismes dirigés par des États nationaux du XIXe siècle jusqu'à la seconde moitié du XXe siècle lorsque l'impérialisme unifié ou l'empire mondial a émergé à partir de 1975. L'alliance militaire contre l'Union soviétique a été le premier pas fait par les pays impérialistes vers la construction d'un impérialisme unifié ou d'un empire mondial. La deuxième étape vers la construction d'un impérialisme unifié ou d'un empire mondial a eu lieu lorsque tous les pays impérialistes et leurs alliés sont arrivés à la conclusion qu'il était nécessaire d'intégrer les marchés mondiaux et l'économie mondiale en tant que stratégie capable de promouvoir la croissance économique et d'augmenter les profits mondiaux du capitalisme déclenchant le processus de mondialisation contemporaine à partir des années 1990. La troisième étape vers la construction d'un impérialisme unifié ou d'un empire mondial a eu lieu à partir de 1990 avec la fin de l'Union soviétique et du système socialiste d'Europe de l'Est, ce qui a encore a potentialisé le processus de mondialisation contemporaine avec l'incorporation dans le capitalisme des marchés de la Russie et des pays qui faisaient partie du système socialiste de l'Europe de l'Est. L'impérialisme unifié ou empire mondial a vu le jour en 1975 lorsqu'il s'est articulé à travers le G7, qui est le groupe des pays les plus industrialisés du monde, composé de l'Allemagne, du Canada, des États-Unis, de la France, de l'Italie, du Japon et du Royaume-Uni avec la participation, également, de l'Union européenne. Des organisations telles que le FMI, la Banque mondiale, l'OMC (Organisation mondiale du commerce) et l'OTAN (Organisation du Traité de l'Atlantique Nord) travaillent de manière articulée avec les pays membres du G7 visant à atteindre les objectifs d'un impérialisme unifié ou d'un empire mondial.
Dance has been used since prehistoric times as a tool for collective identity and altered states of consciousness. Early humans would dance in groups with loud singing and rhythmic movements to prepare for dangerous battles by losing their individual identities. Dance was also used to pass down myths and stories before written language. It remains an important part of ceremonies, rituals, celebrations and entertainment across cultures as a form of expression, exercise and fun.
The Charitable Salus Foundation was established in 1996 to promote public health, prevent diseases, and work with socially vulnerable groups. It partners with several European and Ukrainian public health organizations. Some of its initiatives include training programs on breast cancer prevention for young people, art campaigns against AIDS from 1997 to 2011, and HIV prevention services for teenagers.
The document describes a project that aims to bring together youth from different countries in Sibiu, Romania in April 2013. The project involves 55 participants from sending countries and focuses on getting to know other participating NGOs to create future partnerships and projects, as well as ensuring intercultural exchange through workshops, evenings, and discussions on shared challenges. The project aims to foster understanding between cultures and increase knowledge of ethnic minorities across Europe.
Competences of a youth leader in an intercultural youth projectGabriel BREZOIU
The document discusses the roles and competencies of a youth leader for an intercultural youth project involving the EU and partner countries. It states that a leader is necessary to coordinate and structure the group's goals and activities. Key responsibilities of a youth leader include helping define goals, ensuring the group stays on task, facilitating discussions, and motivating members. Competencies include basic knowledge of their role and group leadership, understanding the project goals, and skills like structuring work, handling interpersonal dynamics, active listening, and being able to set aside personal views. While not needing to be an expert on the topic, the leader does require a basic understanding to properly facilitate discussions. The role of experts is then to provide knowledge and
Georgia has a predominantly Orthodox Christian population, with 83% belonging to the Georgian Orthodox Church. Other religious groups include Muslims at 10%, Armenian Apostolic Church at 4%, and Roman Catholics at 2%. The currency of Georgia is the lari, where 1 lari equals 2.15 euros.
Youth Association DRONI is a Georgian non-profit organization that promotes education, human rights, and youth development. It implements programs in areas like education, gender issues, conflict prevention, and youth participation. DRONI works with various groups in Georgia and cooperates with organizations in Europe. It currently hosts 12 European volunteers through the European Commission's Youth in Action program to support its work in media outreach, intercultural exchange, and human rights education.
The document summarizes the situation of Roma people living on the streets of Paris, France. France's new Socialist government announced measures to help Roma access legal employment by expanding the list of jobs allowed and reducing restrictions. However, many Roma continue to live in poor conditions on the streets, saying they have no opportunities in Romania. The document describes the daily lives of Roma families in Paris who rely on begging and feel discriminated against by both governments and societies in Europe.
The document describes programs in Romanian prisons to help integrate Roma people back into society. It provides context that Roma people are the second largest ethnic minority in Romania, making up 3.2% of the population. One such program is called "Over obstacle with hope and faith" which provides education, vocational training, counseling and job assistance to around 150 Roma inmates. The program aims to help Roma prisoners successfully rejoin their communities upon release.
This document outlines 8 key competences as defined by the European Reference Framework:
1. Communication in the mother tongue
2. Communication in foreign languages
3. Mathematical competence and basic competences in science and technology
4. Digital competence
5. Learning to learn
6. Social and civic competences
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression
It then provides 8 multiple choice questions with explanations of the correct answers that assess understanding of definitions and skills included within each of the 8 key competences.
The document summarizes 10 important immigration news stories from June 2015. Story 1 discusses the U.S. and Cuba ending their Cold War hostilities and normalizing diplomatic relations. Story 2 covers Mexico joining efforts to reduce migration from Central America by deporting over 50,000 migrants. Story 3 is about a new Louisiana law that targets immigrants by preventing undocumented immigrants from getting married in the state.
Youthpass is a new tool to help participants in the Youth in Action program describe what they have done and demonstrate what they have learned. It provides confirmation of participation and an individualized description of activities and learning outcomes. Youthpass recognizes non-formal learning and is based on the key competences for lifelong learning. It aims to improve visibility of learning in the program and connect it to formal education. While not a formal qualification, Youthpass describes learning in a way that can be understood outside the youth field.
DE L'EMPIRE ANCIEN À L'EMPIRE MONDIAL CONTEMPORAIN.pdfFaga1939
Cet article vise à présenter la trajectoire des empires et des impérialismes à travers l'histoire de l'humanité qui ont évolué vers l'impérialisme unifié ou l'empire mondial à l'époque contemporaine. Les anciens empires ont été dirigés par des États impériaux existant dans l'Antiquité jusqu'au XIXe siècle, auxquels ont succédé des impérialismes dirigés par des États nationaux du XIXe siècle jusqu'à la seconde moitié du XXe siècle lorsque l'impérialisme unifié ou l'empire mondial a émergé à partir de 1975. L'alliance militaire contre l'Union soviétique a été le premier pas fait par les pays impérialistes vers la construction d'un impérialisme unifié ou d'un empire mondial. La deuxième étape vers la construction d'un impérialisme unifié ou d'un empire mondial a eu lieu lorsque tous les pays impérialistes et leurs alliés sont arrivés à la conclusion qu'il était nécessaire d'intégrer les marchés mondiaux et l'économie mondiale en tant que stratégie capable de promouvoir la croissance économique et d'augmenter les profits mondiaux du capitalisme déclenchant le processus de mondialisation contemporaine à partir des années 1990. La troisième étape vers la construction d'un impérialisme unifié ou d'un empire mondial a eu lieu à partir de 1990 avec la fin de l'Union soviétique et du système socialiste d'Europe de l'Est, ce qui a encore a potentialisé le processus de mondialisation contemporaine avec l'incorporation dans le capitalisme des marchés de la Russie et des pays qui faisaient partie du système socialiste de l'Europe de l'Est. L'impérialisme unifié ou empire mondial a vu le jour en 1975 lorsqu'il s'est articulé à travers le G7, qui est le groupe des pays les plus industrialisés du monde, composé de l'Allemagne, du Canada, des États-Unis, de la France, de l'Italie, du Japon et du Royaume-Uni avec la participation, également, de l'Union européenne. Des organisations telles que le FMI, la Banque mondiale, l'OMC (Organisation mondiale du commerce) et l'OTAN (Organisation du Traité de l'Atlantique Nord) travaillent de manière articulée avec les pays membres du G7 visant à atteindre les objectifs d'un impérialisme unifié ou d'un empire mondial.
Cum participă tinerii la viața politică a UE? #DE10ANIÎMPREUNĂGabriel BREZOIU
Prezentare în cadrul Conferinței ”Europa pentru tineri”, 31 martie 2017, Liceul Teoretic Jean Monnet din București. Cât de important este votul tinerilor și cum pot ei efectiv să participe la viața politică a Uniunii Europene?
This document discusses digital youth participation in public life in the European Union. It provides some key statistics from the 2016 European Youth Barometer survey, including that the best ways for young people to participate in public life are through voting, volunteering, or signing petitions. The document also describes two case studies of programs aimed at youth participation: 1) a two month campaign by the European Parliament Information Office in Romania that engaged 30 youth promoters through training and events; and 2) an ongoing new media ambassadors program that has trained young people in international teams over 12 week periods since 2013 on using online tools and working on real-life case studies through a Facebook group.
Managementul proiectelor: Cum transformi o idee într-un proiect de calitate? ...Gabriel BREZOIU
Prezentarea realizată în cadrul seminarului de diseminare EQYP desfășurat la Chișinău pe 24 iunie 2016, de către GEYC și INVENTO, speaker: Gabriel Brezoiu, Manager general GEYC și PRISMA European Network.
The goal of this European Training Course is to give tools to our partner organizations and the European youth workers to be able to increase the youngster’s knowledge about the global food system. We aimed to give to the participants concrete solutions to improve their food consuming in their everyday life and in their activities with youth people. Doing that, we aim to increase the awareness of the youth workers about today's world food issues and its local solutions and alternatives.
We first concentrated in global issues and then experimented several possibilities that can be done on local level.
GEYC's annual report for 2014. The document includes data & results of our activities. More details available on www.geyc.ro.
Raportul anual al GEYC pentru 2014. Documentul include date și rezultate ale activităților organizației. Informații suplimentare sunt disponibile pe www.geyc.ro.
The document discusses management of non-governmental organizations (NGOs) and civil society. It mentions Iulia Tutuianu as a grant officer at FDSC who works with the EEA GRANTS NGO FUND in Romania. It discusses advocacy team roles, volunteers, and online engagement. It states that civil society makes other sectors work better by increasing their capabilities and enabling solutions. It also discusses how increased social network connectivity and online citizen expression are challenging civil society, business, government, and international organizations to better engage and represent proliferating online voices. Young people are shaping civil society through technology and social media to create a better world.
TechSoup Romania helps over 1,010 Romanian NGOs gain access to technology and software to further their missions with almost no budget. They facilitate access to software from Microsoft, Adobe, Bitdefender, Cisco, and SAP. They also provide training to NGO employees and volunteers on using digital tools. Since 2009, they have distributed over $2.2 million in software to NGOs through 5,600 licenses. They are part of the global TechSoup network that supports almost 600,000 NGOs in 89 countries. They offer 150 software products and cloud services in their online catalog for Romanian NGOs to access at almost zero budget.
This document discusses the role and importance of project managers. It provides definitions of a project manager from the web, emphasizing that a project manager is a leader who thrives on challenges. It notes that 20% of global GDP, around $12 trillion, is spent on projects annually, demonstrating the importance of project management. Famous historical project managers are highlighted like Leonardo Da Vinci, Henry Ford, and Nelson Mandela. The document advocates for project managers to promote their skills and profession through networking, writing, and speaking at events in order to gain recognition.
A new crowdfunding platform called Potsieu was created in Romania to help validate entrepreneurial ideas. The platform allows young entrepreneurs in Romania, where only 1 in 100 start their own business, to test ideas, promote projects, and obtain alternative financing from community support. Starting a business often provides valuable learning experiences, even if the initial venture fails. Potsieu wishes entrepreneurs good luck and hopes to provide inspiration.
The document discusses challenges in the Romanian education system including lack of funding, low teacher pay, and poor student performance and motivation. It also discusses goals of using technology and online tools to improve learning by providing access, developing relevant curriculums, and building teacher communities. The overall objective is to make learning more exciting for students and help them develop skills for life.
The Romanian education system is underperforming and underfunded compared to other EU countries. Teacher salaries are low, many teachers fail certification exams each year, and student motivation and performance on tests like PISA are among the lowest in the EU. Google aims to help address these challenges by building a foundation of technology access and empowering communities to make learning more engaging and help students develop skills for future success. Its initiatives include providing schools with Google Apps, training teachers, and supporting programs in computing and coding.
The SMARTER project aims to empower youth workers to use social media tools in their employability projects. The objectives are to enable participants to use social media for communication, promotion, and management of projects to raise youth employment. It also aims to improve social media skills and personal branding to raise participants' employability and promote European cooperation in youth work through social media. The project targets schools, NGOs, public institutions, and other youth organizations across 14 European countries.
This document provides tips for successful interviews, both in-person and online. It discusses preparing for an interview by researching the company, knowing your skills and qualifications, being polite and professional, asking relevant questions, and practicing. For online interviews, it recommends having the proper hardware, software, setup with good sound quality, background, and appearance. During the interview, it advises focusing on the conversation without multitasking, using body language, being patient, and responding briefly after questions.
1) Andrei Lasc is the Creative Head of Cu substrat and has been logged in since 1992, enjoying babies jokes, puns, and meat salad despite having over 63,000 friends as an introvert.
2) Cu substrat is defined as the underlayer, which is the random cognitive process of creating new words by breaking down, baking, or illustrating existing words in a simple way.
3) Andrei's underlayer project started in 2013 with 15 underlayers, no budget, one WiFi password, and 2000 friends, and has since grown significantly to over 63,000 fans through bravery, human connection, and not following rigid plans.
It is our pleasure to share with you the white paper of the European Digital Youth Summit (EDYS) held in Bucharest, Romania on 28th of August 2014.
The summit tackled important topics for European young people such as digital behaviour and employment trying to find realistic solutions to raise employability and to encourage digital entrepreneurship. The event was organized by GEYC and the Chamber of Deputies (Romanian Parliament) under the patronage of the European Parliament and answers key issus from Digital Agenda for Europe such as digital awareness, digital skills, digital jobs and digital entrepreneurship. Find out more: www.edys.eu
Mesajul domnului deputat Angel Tîlvăr, președintele Comisiei de Învățământ din Camera Deputaților cu ocazia EDYS - European Digital Youth Summit, 28 august 2014
Política de gestión de los medios sociales (GEYC)Gabriel BREZOIU
La política establece las pautas para el uso de las redes sociales por parte de la organización GEYC y sus empleados. Se enfoca en promover los valores de transparencia, diálogo, respeto e integridad a través de las cuentas de Facebook, Twitter, LinkedIn y otras plataformas. Designa a los departamentos responsables de administrar cada red y publicar contenido regular que promueva las actividades y oportunidades de la organización. También proporciona orientación sobre el uso profesional y personal apropiado de las redes sociales por parte de los e
Migrations vers et dans l’europe depuis la première
1. Migration to and within Europe since
World War I // Migrations dans et vers
l'Europe depuis la Première Guerre
Mondiale
2.
3. Three main periods of migration to
to and within Europe
1918 – 1939
1945 – 1973
1973 – present
4. Trois phases principales des
migrations vers et dans l’Europe:
1918 – 1939
1945 – 1973
1973 – présent
5. 1918 - 1939
Main reasons for migration
• The collapse of empires (Ottoman and Austro-Hungarian in
particular) creation of new nation-states which used
national unity to impose their power ethnic and/or forced
migration
e.g. thousands of Greeks, Turks and Pomaks leave Bulgaria,
thousands of Armenians leave Turkey for France
• Labour shortage after the war bilateral agreements to
encourage labour immigration
e.g. between France/Italy, France/Czech republic, France/Poland
• Forced migration due to political upheaval and repressive
regimes
e.g. rise of fascism in Italy, Hitler to power in Germany and the
Spanish Civil War in the 1930s emigration of intellectuals,
political opponents, etc. to other parts of Europe (Italians and
Spaniards to France for example)
6. 1918 - 1939
Raisons principales des migrations
• L’effondrement des empires Ottoman et Austro-Hongrois la création
de nouveaux états-nations qui utilisent la force de l’unité nationale afin
de s’imposer des migrations forcées et/ou ethniques
Des milliers de Grecs, Turcs et Pomaques ont quitté la Bulgarie, des milliers
d’Arméniens ont quitté la Turquie
• Manque de main d’œuvre après la guerre des accords bilatéraux afin
de promouvoir la migration de travailleurs
Accords par exemple entre: France/Italie, France/République Tchèque,
France/Pologne
• La migration forcée liée aux conflits politiques, régimes oppressants,
etc.
la montée du fascisme en Italie, l’arrivée au pouvoir de Hitler en Allemagne,
la guerre civile en Espagne … émigration de beaucoup d’intellectuels,
adversaires politiques, etc. vers d’autres pays d’Europe (beaucoup d’Italiens
et Espagnols ont par exemple rejoint la France).
7. 1939 - 1973
Main reasons for migration
• Redrawing of boundaries after WWII many exiles return to their
home country
Most notably, some 12 million Germans left Poland, Hungary,
Czechoslovakia, Romania and other East and Central European countries
(mostly from territories that had previously been under German control) to
go back to Germany after 1945.
• The East/West bloc divide thousands of people fleeing from
Communist repression
• Economic reconstruction in Western Europe + a shortage of labor
labour immigration
bilateral labor migration agreements often between (former) colony and
colonial power, e.g. France/North Africa and West Africa, UK with India and
the West Indies, but also between countries with no colonial ties - e.g.
Turkey with a number of European countries, notably Germany.
Linguistic and historical ties between former colonies and colonial power
also facilitated migration even if there were no bilateral agreements
• Decolonisation
French, Dutch and British settlers leaving former colonies en masse (case of
Algeria especially!)
8. 1939 - 1973
Raisons principales des migrations
• Redéfinition des frontières internationales après la deuxième guerre
mondiale beaucoup d’éxilés sont retournés dans leurs pays d’origine
Presque 12 millions d’Allemands ont quitté la Pologne, la Tchécoslovaquie,
la Hongrie, la Roumanie et d’autres pays de l’Europe Centrale et l’Europe de
l’Est (la plupart résidant dans des zones qui avaient été annexées par
l’Allemagne avant ou durant la guerre) pour retourner en Allemagne.
• La division entre les blocs Est et Ouest des milliers de personnes ont
fui la répression communiste pour se réfugier en Europe de l’Est
• La reconstruction économique en Europe + un manque de main
d’œuvre l’immigration de travailleurs
Des accords bilatéraux de migration de travail, souvent entre
(l’ex-)puissance coloniale et sa colonie, e.g. France/Maghreb et Afrique de
l’Ouest, Royaume-Uni/Inde et les Caraïbes, mais aussi entre d’autres pays,
comme la Turquie avec plusieurs pays européens, dont notamment
l’Allemagne.
Des liens linguistiques et historiques ont aussi facilités les migrations de
travails entre des pays colonisés avec l’ex-puissance coloniale même dans
l’absence d’accords bilatéraux.
• Décolonisation
Les Britanniques, Néerlandais et Francais ont quitté les colonies en masse
après les indépendences (cf. le cas de l'Algérie).
9. 1973 - present
1973 = major turning point. Why?
• 1973 – 1974 oil crisis end of labor immigration to Western Europe (but
migration remained sustained due to family reunifications…)
• In some cases even expulsions, e.g. Asians from Uganda to the UK
More and more undemocratic and/or unstable regimes and armed conflicts
all over the world asylum seekers came to replace labor immigrants
• Iran, Iraq, Lebanon, Somalia …
Collapse of the Soviet Union and fall of communism major upheavals
and people movements within Europe
• War and ethnic cleansing in former Yugoslavia 700,000 refugees (Bosnians,
Croatians) to Western Europe, 400,000 Albanians leaving Albania 1991 – 1993.
In the 21st century, migration to Western Europe is also sustained because
of the difference in terms of living standard but also in terms of political
and civil freedoms/rights between Western Europe and neighboring areas,
such as Eastern Europe, MENA ...
10. 1973 - présent
1973 = un tournant décisif. Pourquoi?
• 1973 – 1974 choc pétrolier la fin de l'immigration de travailleurs en Europe de
l'Ouest (mais les flux de migrants ont été soutenues grâce aux regroupements
familiaux).
• Dans certains cas, il y a eu des expulsions – les Asiatiques de l'Ougande, par
exemple.
Augmentations du nombre de régimes antidémocratiques et de conflits
armés dans le monde → les demandeurs d'asile ont largement remplacé les
migrants de travail
• Iran, Irak, Liban, Somalie …
L'effondrement de l'Union Soviétique et du communisme
déclenchement de grands flux de populations à l'intérieur de l'Europe
• Guerre et purification ethnique dans les Balkans → 700 000 réfugiés ont quitté la
région (Bosniaques et Croates surtout) pour aller en Europe de l'Est. De même,
400,000 Albaniens ont quitté l'Albanie 1991 – 1993 pour s'installer en Europe de
l'Est.
Au 21ème siècle, la migration vers l'Europe de l'Ouest est maintenue grâce
aux différences en termes de niveau de vie, droits politiques et humains,
etc. entre l'Europe de l'Est et les regions voisines, comme l'Europe de l'Est,
le Moyen-Orient, le Maghreb, etc.
11.
12.
13.
14. Further reading
Castles, Stephen and Miller, J., Mark
(1998). The age of migration.
International population movements
in the modern world. Second edition.
London: Macmillan Press Ltd.
Messina, Anthony M. (2007). The
logics and politics of post-WWII
migration to Western Europe. New
York: Cambridge University Press.