1. Policies and legislation on migration in different countries

Notes to the Educator

1. The educational goals of the unit are:
   • To develop awareness of the fact that countries apply selection procedures to potential immigrants.
   • To realize that such states apply different criteria in different periods according to changing needs.
   • To learn how to "read" the value-related, ideological basis of laws.
2. Underlying educational and value-related goals of the unit:
   • The unit conveys to the student the fact that values shape migration policies consciously, explicitly and implicitly.
   • The unit opens the possibility of active involvement in shaping immigration policies to Israel.
   • The unit calls for "real-time" addressing of topical questions which occur repeatedly in Israel.
   • The unit challenges participants to scrutinize their values, and to examine the tension between their statements and their proposed solutions.

Background & Worksheets

2. Considerations and values behind migration policies and legislation

In the modern period, large numbers of migrants move constantly from one country to another. There is a whole range of reasons and purposes for migration. Many people may wish to migrate, but most countries do not operate an open-door policy. The most popular countries, in particular, decide whom to accept and whom to turn away. Consequently, legislation on migration varies widely from one country to another.

Procedure:

1. • A. Online locate the legislation on immigration - past and present - of a number of countries such as: the US, Switzerland, France, the UK...
   • B. Find some personal stories.
   • C. Include some current events.
   • D. Involve members of your families and friends.
2. 2. Analyze your findings on the basis of the detailed guidelines. You are encouraged to add additional aspects as you see fit.
   • What common criteria have you discovered for granting permission to immigrate?
   • What are the different criteria that you have discovered for granting permission to immigrate?
   • What discriminatory and what preferential criteria have you discovered?
   • Have the criteria changed? How? When? In what contexts?
   • What explicit explanations have been given by those who determine the policies?
   • In your opinion, should a country be entitled to select its residents? Give reasons.
   • In your opinion, what are legitimate criteria for granting preferential treatment? Give reasons.
   • Do you think a country can close its doors (and if so, when) to certain types of population and still claim that it is a democratic country? Give reasons.
   • Is there a difference between the criteria that a country can apply in peacetime and those that it can apply in wartime?
3. Discuss your findings and suggestions. Submit your ideas and thoughts to the online discussion group for reaction/s.
4. Imagine that you are advising an imaginary country (describe it) which has approached you to consult on and draw up a policy on immigration.
   • (i) After the members of the group have examined and debated the issues, draw up a draft immigration policy for the imaginary country which combines practical, humanitarian, and selective aspects. Give reasons for your suggestions.
   • (ii) Submit your suggestions to the network for discussion and reaction/s.
   • (iii) Consider reactions, points of clarification, and comments.
   • (iv) Modify your suggestions accordingly.
5. • a. After the members of the group have examined and discussed the issues, draw up a draft policy on immigration for Israel which is practical, humanitarian, selective, and fits in with the State of Israel's "credo."
   • b. Submit your proposals to the network for discussion and reaction.
   • c. Consider the reactions, clarifications, and comments.
   • d. Did you discover differences between the proposed migration policy for the imaginary country and the proposed migration policy for Israel? What are they?
   • e. Compare your proposals with those submitted by others. Explain the differences.
   • f. What factors did and did not influence you?
   • g. Submit in your new proposals via e-mail or put them up on a web page. In addition to your proposals, provide explanations and outline the arguments and reasons behind your suggestions in order to convince the other people on the network that your position is correct.
6. To help you assess the significance and implications of your proposals, take a personal case and submit it online - and ask for reactions and suggestions as to how people should intervene and how the matter should be handled.
   • a. What do the reactions indicate?
   • b. Write down how you think people should intervene and how the matter should be handled.