The objective of this project is to develop our knowledge and practices in the field in order to adapt our curriculum accordingly and to improve the quality of the training given to students on the question of the belonging of 2nd and 3rd generation immigrant populations , from Morocco and Turkey. In fact, in many EU countries, second- and third-generation immigrants still face difficulties of belonging, of identity construction, crossing the relationship between their country of origin and their country of birth. . These categories of population are also overexposed to structural inequalities in terms of access to symbolic and material resources (discrimination in hiring, housing, school relegation, facies offenses, etc.). Particularly in connection with these identity difficulties, the question of the radicality of a small minority of these people came to light during the terrorist events of 2015 and 2016. The Member States quickly realized the urgency to cooperate, to coordinate and exchange experiences so that the best ideas and practices can be shared across the EU (Paris Declaration, 12 February 2015). In this context, universities have an important role to play. This is the aim of this project, which is cross-cutting in the departments of sociology and political science. Indeed, the training given to students in our institutions on issues of identity, of the relationship to the country of origin, and in particular of the place of Islam in the contemporary world, became very important in order to have a better mutual understanding of migration trajectories. It is important to update their content on an ongoing basis, based on expertise on the subjects concerned. Indeed, a better knowledge of the motivations and aspirations of these populations would enable decision makers to be equipped so that the public policies are in adequacy with the reality on the ground and the challenges of our democratic societies. It involves, among other things, grasping the logic of collective belonging, the forms of attachment, the values and the ethico-religious contours of these ethno-cultural groups. The consortium of this project intends to meet these needs. In order to target our topic, we must first of all note that the populations of Moroccan and Turkish origin constitute the immigrant population groups - outside the EU - among the most important in Belgium, France and Italy. After more than 50 years of presence of these populations on our territories, the understanding of these European citizens remains embryonic and feeds questions on the integration or the adhesion to the base of values of the European Union. So we decided to focus our work on these two ethno-religious groups. The objectives of the project are multiple: - To develop the knowledge of the types of anchoring in Europe and of the relation with the country of origin in the head of the Turkish and Moroccan diasporic communities - To develop knowledge of the religious component in the collective identity and ethical orientation of these populations - Develop a common methodology for gathering information in the field, including the participation of countries of origin (Turkey and Morocco) - Adapt curriculum contents in relevant training streams - Train our students in these topics in the light of updated information - Give the opportunity to our students to cross their knowledge and their eyes during an intensive program - Enable decision-makers to put in place prevention policies - Exchange practices between countries, the approach being conducted mainly in the field and in collaboration with its stakeholders The target groups of this project are primarily the teachers and students of the institutions involved in the project. But on the one hand, the civil society and on the other hand, the political decision-makers are also the target of our approach: the collective work that will be published within the framework of this project as well as the MOOC being important sources to enlighten the public action and debates in the city.
- This project has allowed us to develop a network of academic knowledge around the issue of identities and migratory movements in Europe, both an intra-European and extra-European network, a transnational network that is very useful both for the improvement of our knowledge and for the improvement of the quality of our teachings/curricula in our different institutions. We wanted to achieve this result. - It also allowed us to obtain student networking in a contemporary, global context of transnationalization of youthful identities. - For the transmission of the results, we obtained documentary films with pedagogical purposes: on the learning week and on the final dissemination day. - The project generated perennial and transferable outputs: we wanted to obtain "solid traces" and this was achieved > thanks to the capitalizable audiovisual capsules (organized in a content architecture) in our curricula, > thanks to the book gathering unpublished Moroccan, Turkish and Euro-Turkish fields > thanks to a website that constitutes a showcase of what the Erasmus+ program allows to achieve.
In many EU countries, people with an immigrant background, even after several generations, still face difficulties in terms of belonging, in terms of building an identity that crosses the relationship between their country of origin and their country of birth. These categories of population are moreover overexposed to structural inequalities in terms of access to symbolic and material resources (discrimination in hiring, housing, school relegation, racial profiling, etc.). In this context, higher education structures have an important role to play. In doing so, they respond to a need that directly affects the construction of the future of an inclusive Europe, while pluralism is threatened by the rise of extreme right-wing parties in many European nations. If the training provided to students in our institutions on the issues of migration trajectories, transnational identities, the relationship to the "country of origin", the place of Islam in the contemporary world already have a certain importance in the curricula, it is important to amplify this and to update their content in a continuous manner, based on expertise on the subjects concerned.