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General Info

SUBJECTSEMESTERCFUSSDLANGUAGE
119134 - SECURITY AND INDIVIDUAL LIBERTIES IN COMPARATIVE PERSPECTIVE

FABIO PACINI

First Semester 6IUS/09eng

Learning objectives

Knowledge and understanding
Knowledge of the main institutions of comparative public law, with particular attention to the history
of the modern state and of constitutionalism, as well as to the concrete operation of the legal
guarantees of rights and liberties.
Applying knowledge and understanding
Ability to locate relevant legislative, bibliographic, and case-law materials and to employ them in
framing legal problems. Ability to address the main issues that arise within different legal and
institutional systems, with particular attention to the protection of liberties and rights. Ability to identify
and appropriately select leading doctrinal and jurisprudential interpretations of the relevant norms, with
attention to how these legal formants operate across different states.

Making judgements
Attentiveness to the interpretation of positive law and to the interaction among law, politics, and social
and economic factors, with the capacity to discern independently their respective modes of operation.
Communication skills
Ability to draft documents and analytical reports on topics covered in the course, demonstrating a clear
understanding of the relevant legal norms.
Ability to present complex arguments on course topics clearly and effectively in academic and
professional settings, including by participating in discussions and debates, defending one’s positions
with robust legal reasoning, and responding appropriately to objections and questions.
Learning skills
To foster students’ interest in the subject, encouraging their engagement and attentiveness in the study
of both general themes and specific issues.

Teacher's Profile

courseProgram

The course is divided into two parts.
The first part will be dedicated to an introduction to the multilevel system of protection of rights and individual liberties; the main concepts of comparative constitutional law will be discussed, focusing on the interaction between different legal systems.
The second module will be devoted to the analysis and seminar discussion of specific topics.

examMode

The results are verified by oral examination. Both the knowledge acquired and the ability to express oneself, mastering the vocabulary of the discipline, will be assessed. The pass mark is achieved by demonstrating that at least the basic vocabulary and notions of the discipline have been acquired.

books

To prepare for the exam, students are advised to study the textbook indicated below, as well as the materials indicated and provided during classes:

R. Masterman e R. Schutze (eds.), The Cambridge Companion To Comparative Constitutional Law, CUP, 2019 (indicated chapters only): Part I, ch. 2; Part III, chs. 8, 9, 10 e 11; Part IV, ch. 16; Part V, ch. 20.

Attending students may take a seminar-based test according to the instructions that will be provided during the course.

mode

Blended. The course is based on both frontal lessons and the discussion of specific issues or cases.

classRoomMode

The course is based on both frontal lessons and the discussion of specific issues

bibliography

See the materials indicated and provided during classes.

121181 - INTERNATIONAL POLITICAL SOCIOLOGY OF SECURITY

BOGDANA NOSOVA

First Semester 6SPS/07ENG

Learning objectives

The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed.
D2 - Applied knowledge and understanding
By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers.
D3 - Autonomy of judgement
The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline.
D4 - Communication skills
At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching.
D5 - Ability to learn
At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions.

Teacher's Profile

courseProgram

“International Political Sociology of Security” examines how the idea and practice of security are conceptualized, constructed, and negotiated within the contemporary international system. Grounded in the perspective of International Political Sociology (IPS), the course encourages a critical rethinking of security beyond traditional, state-centered paradigms to include human, environmental, economic, and informational dimensions. By analyzing evolving risks, threats, and uncertainties in a globalized and interdependent world, it highlights how political, social, and technological processes shape the global security landscape. Through theoretical debates, institutional analysis, and empirical case studies, students will develop the analytical tools to assess how states, international organizations, and non-state actors negotiate and produce security. The course “International Political Sociology of Security” encourages reflective and evidence-based discussion on how shifting power structures, hybrid warfare, and transnational risks redefine both the meaning and practice of security in the 21st century.

1) Approaches to the Concept of “Security”
• Evolution of the concept: from national to human and existential security.
• Etymological, ontological, epistemological, and axiological aspects.
• International Political Sociology as an alternative to classical schools in Security Studies.
Discussion questions:
What does security mean today?
Can security ever be an objective condition, or is it always shaped by social, political, and cultural contexts?

2) Risks, Threats, and Uncertainties in Contemporary Societies
• The “risk society” (Ulrich Beck, Anthony Giddens).
• Challenges, threats, dangers as socially constructed phenomena.
• Violence, aggression, and terrorism in the international dimension.
Discussion questions:
Risk society, social construction of threats, terrorism and violence.
Governing uncertainty in contemporary crises.
Are “risks” and “threats” objective realities or social constructions?

3) Sociology of Security, Risk, and Uncertainty
• Status and subject of Security Sociology in global context.
• Institutionalization: academic schools and research traditions.
• Scales of security: from global to individual level.
Discussion questions:
Institutionalization of security sociology, links with other disciplines.
Mapping the field – risk sociology vs security studies.
How does International Political Sociology differ from traditional approaches to war and security?

4) Global and Regional Security: Institutions and Practices
• NATO, EU, UN, OSCE, African Union, MERCOSUR, ASEAN, APEC, regional initiatives.
• Research centers (SIPRI – Stockholm International Peace Research Institute; ISW – Institute for the Study of War; Netherlands Institute of International Relations Clingendael; NDC – NATO Defense College (Rome, Italy); EUI – European University Institute (Florence, Italy); Department of Peace and Conflict Research, Uppsala University; PACS – Judith Reppy Institute for Peace and Conflict Studies, Cornell University; PRIF – Leibniz Peace Research Institute Frankfurt; USIP – United States Institute of Peace; NPIHP - Nuclear Proliferation International History Project etc).
• The role of international security forums and conferences (Munich, Warsaw, Berlin).
Discussion questions:
How the role of international organizations is changing in today's global security environment?
How is the role of international organizations evolving in addressing traditional vs non-traditional security challenges (e.g. climate change, cyber threats, pandemics)?
Are international organizations adapting effectively to hybrid and asymmetric security threats?
Do international organizations still shape global security, or are states and private actors more important today?
To what extent can international institutions guarantee security?
The role of international security forums and conferences

5) Economic and Demographic Security
• Interconnections between economy and security.
• Food and energy security as global challenges.
• Demographic change, migration, and aging societies.
Discussion questions:
Global food, energy, and economic security; migration and demographic change.
Is migration a security issue?
How do economic and demographic shifts redefine national and human security?

6) Environmental Security in Times of Peace and War
• Ecological risks and climate-related threats.
• Ecocide, technological disasters, war-related environmental damage.
• Global and regional initiatives in climate and environmental security.
Discussion questions:
Climate change as a “threat multiplier.”
How does environmental security challenge the state-centered paradigm of security?

7) Military Security and Hybrid Warfare
• The concept of hybrid war: informational, legal, cyber, and economic dimensions.
• Euro-Atlantic integration and global military alliances.
• Military security as political and social practice.
Discussion questions:
Hybrid warfare, Euro-Atlantic security, alliances.
Is “hybrid warfare” a new phenomenon or an old practice under a new name?
Group work – analyzing NATO’s Strategic Concept.

8) Information and Cybersecurity
• Conceptual framework of information security.
• Propaganda, disinformation, and information operations.
• Cyberattacks, cyberterrorism, and international cooperation in cybersecurity.
• Effective Strategic Communications (StratCom). NATO’s Strategic Communications Centre of Excellence (Riga, Latvia).
Discussion questions:
Information warfare, disinformation, cyber threats.
Cybersecurity in the EU.
Is cyberspace primarily a military or civilian security domain?

9) National Security and the Humanitarian Dimension
• Human security as a critical approach.
• Humanitarian crises: refugees, food insecurity, health security.
• Human rights in contexts of conflict and catastrophe.
• International mechanisms of response (UN, ICRC – International Committee of the Red Cross, FAO – Food and Agriculture Organization of the United Nations; regional organizations).
Discussion questions:
Human security, humanitarian crises, rights protection.
Analysis of international humanitarian responses (UN, ICRC – International Committee of the Red Cross).
Does the concept of human security weaken or strengthen human rights protection?
What is the role of the FAO – Food and Agriculture Organization of the United Nations (Headquarter – Rome, Italy) in promoting global food and human security?

Reference Bibliography

Required readings
Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis.
Beck, U. (1992) Risk Society: Towards a New Modernity.
Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction.
Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis.
Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age.
Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition.

Recommended readings
Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media.
Jaivin, L. (2021). The Shortest History of China.
Kissinger, H. (1994). Diplomacy.
van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage.
Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition.
Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World.


Language of instruction: English.

The syllabus is subject to revision. The professor reserves the right to modify the schedule, assigned readings, and methods of assessment when deemed necessary to enhance the quality of learning. Students are expected to participate actively in class discussions and to engage thoughtfully and analytically with the course materials. For further inquiries or clarifications, please contact the instructor via email.

examMode

Student performance will be evaluated through a combination of components, including:
- Active participation and engagement in class discussions (40%);
- Individual or group presentations on selected topics, case study analysis (20%);
- Submission of research papers, analytical essays (20%);
- A final examination. Final written paper or exam demonstrating theoretical understanding and analytical application (20%)

books

Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis.
Beck, U. (1992) Risk Society: Towards a New Modernity.
Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction.
Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis.
Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age.
Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition.

classRoomMode

In order to pass the examination as an attending student, it is necessary to guarantee attendance (also remotely) at 90% of the lectures and to participate in all the training sessions, as well as to hand in the short essay or case law commentary by the deadline indicated by the professor. Enrolled students who do not attend the course will sit a final oral examination based on the entire programme of the course.

bibliography

Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media.
Jaivin, L. (2021). The Shortest History of China.
Kissinger, H. (1994). Diplomacy.
van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage.
Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition.
Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World.

121270 - LIBERTY AND SECURITY IN HISTORICAL AND PHILOPOPHICAL PERSPECTIVES - 9- -

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

MODULE II

GIANLUCA RUSSO

First Semester6IUS/19ENG

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Teacher's Profile

courseProgram

As a continuation of the first part of the course, we proceed as follows.

1. First of all, after the Revolutions, the Age of Code and the Liberalism, we will consider the 20th century period starting from the crisis of the State and the effects of the First World War.

2. We will then focus on the totalitarian regimes devoting a special attention to a) the notion of totalitarianism from its origins to its subsequent development during the Cold War era and b) the Holocaust.

3. Finally, we will approach the new democratic constitutions and our most immediate present.

examMode

Final Examination

The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language.

books

1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162.

2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217.

3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260.

Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class.

classRoomMode

The course, which is spread over 36 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Although lectures are held online, attendance is strongly recommended. In any case, attendance at the course remains mandatory.

MODULE II

TOMMASO DELL'ERA

First Semester3SPS/01ENG

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Teacher's Profile

courseProgram

As a continuation of the first part of the course, we proceed as follows.

1. First of all, after the Revolutions, the Age of the Code and the Liberalism, we will consider the 20th century period starting from the crisis of the State and the effects of the First World War.

2. We will then focus on the totalitarian regimes devoting a special attention to a) the notion of totalitarianism from its origins to its subsequent development during the Cold War era and b) the Holocaust.

3. Finally, we will approach the new democratic constitutions and our most immediate present.

examMode

Final Examination

The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language.

books

1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162.

2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217.

3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260.

Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class.

classRoomMode

The course, which is spread over 36 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Although lectures are held online, attendance is strongly recommended. In any case, attendance at the course remains mandatory.

MODULE II - -- -
SUSTAINABILITY AND GLOBAL THREATSFirst Semester3SPS/03ENG

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

DIGITAL EVIDENCE AND HUMAN RIGHTS

GINA GIOIA

First Semester6IUS/15ENG

Learning objectives

The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights.

Knowledge and Understanding
At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated.

Applying knowledge and understanding
At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided.

Making judgements
At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided.

Communication skills
At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants.

Learning skills
At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules.

Teacher's Profile

courseProgram

The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights.

Knowledge and Understanding
At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated.

Applying knowledge and understanding
At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided.

Making judgements
At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided.

Communication skills
At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants.

Learning skills
At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules.

examMode

Attending-students:

The assessment is by written exam: 16 multiple-choice questions and 2 short essay questions


Not-attending-students:

The assessment is by written exam. The knowledge of the main subjects is verified through general questions. In answering, the student must be able to show an adequate knowledge of the basic principles and main subjects, as well as understanding the purposes of the legal regulation. The student must show the ability to understand the rational of principles and legal regulation, demonstrating her/his/ own arguing and reasoning skills.

books

For attendig students, the lecture course is based on relevant part of hand-books, articles and law cases. The relevant material will be specified at the beginning of the lectures.

For non-attending students, the reference material is as follows:
- Shamsollah Shaliga, Tayyeb Arefnia, Mehdi Mohammadian Amiri, Applications of Artificial Intelligence in the Production and Use of Digital Documents and Electronic Evidence as Proof in Civil and Criminal Litigation, in Legal Studies in Digital Age, Vol. 3, No. 2, 2024, 10 ss.;
Peter Sommer, Certification, registration and assessment of digital forensic experts: The UK experience, in Digital Investigation, 8, 2011, 98 ss.;
- Kenneth J. Withers, Computer-Based Discovery in Federal Civil Litigation, in in the Federal Courts Law Review at
www.fedjudge.org;
- Karolina Aksamitowska, Digital Evidence in Domestic Core International Crimes Prosecutions, in Journal of International Criminal Justice 19 (2021), 189 ss.;
- Matthew Gillett, Wallace Fan, Expert Evidence and Digital Open Source Information, in Journal of International Criminal Justice 21 (2023), 661 ss.;
- Elena Alina Onţanu, Normalising the use of electronic evidence: Bringing technology use into a familiar normative path in civil procedure, in OÑATI SOCIO-LEGAL SERIES VOLUME 12, ISSUE 3 (2022), 582 ss.;
- Hock Lai, "The Legal Concept of Evidence", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/evidence-legal/>;
- Adam Juszczak, Elisa Sason, The Use of Electronic Evidence in the European Area of Freedom, Security, and Justice, in https://eucrim.eu/articles/the-use-of-electronic-evidence-in-the-european-area-of-freedom-security-and-justice/#:~:text=With%20its%20new%20e%2Devidence,principle%2C%20the%20need%20to%20involve.

classRoomMode

The course is structured in lectures, which are also held remotely. Supplementary lectures are also provided, during which clarifications are offered on the more complex issues raised by the use of digital tools in the taking of evidence.

bibliography

For attending students, the bibliography will be established at the beginning of the course.

For non-attending students, the reference bibliography is as follows:
- Rebecca A. Delfino, Deepfakes on Trial: A Call To Expand the Trial Judge's Gatekeeping Role To Protect Legal Proceedings from Technological Fakery, 74 Hastings L.J. 293;
- Andrew Guthrie Ferguson, Digital Habit Evidence, 72 Duke L.J. 724;
- European Committee on Legal Co-Operation (CDCJ), The Use Of Electronic Evidence in Civil And Administative Law Proceedings And its Effect on The Rules Of Evidence And Modes Of Proof, 26 July 2016;
- Daniel Brantes, Digital Evidence: The Admissibility of Leaked and Hacked Evidence in Arbitration Proceedings, International Journal Semiotics Law Revue internationale Sémiotique juridique, May 2023;
- Maria Angela Biasiotti, Mattia Epifani, Fabrizio Turchi, The Evidence Project: Bridging the Gap in The Exchange Of Digital Evidence Across Europe, Proceedings of 10th Intl. Conference on Systematic Approaches to Digital Forensic Engineering;
- European e-Justice Portale, Taking of Evidence – Italy;
- ICO, Overview of the General Data Protection Regulation (GDPR);
- Jessica Shurson, Data protection and law enforcement access to digital evidence: resolving the reciprocal conflicts between EU and US law, International Journal of Law and Information Technology, 2020, 28, 167–18.

HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATIONS

FRANCESCO SANVITALE

First Semester6IUS/16ENG

Learning objectives

The course offers an overview of the development of the European Area of Freedom, Security and Justice, discussing its fundamental principles. Particular attention will be devoted to the study of European sources safeguarding human rights in criminal proceedings.
The interplay and conflict between human rights and security, particularly at the investigative stage, will emerge through the direct analysis of concrete cases and the study of the main issues underlying the EU Directives on procedural safeguards in criminal proceedings.
1. Knowledge and understanding
By the end of the course, students will have gained an in-depth understanding of the development of the European Area of Freedom, Security and Justice, with particular focus on its fundamental principles and on the role of European sources in safeguarding human rights in criminal proceedings. They will also understand the functioning and powers of the main European Courts, as well as the interactions between the European Union and the Council of Europe systems.
2. Applying knowledge and understanding
Students will be able to apply the acquired knowledge to the analysis of concrete cases in European criminal law, assessing the practical implications of EU Directives on procedural rights and of key decisions of the Court of Justice of the European Union and the European Court of Human Rights. Through group work and presentations, they will develop the ability to interpret legal norms and judgments in complex contexts, identifying reasoned and coherent solutions.
3. Making judgments
The course will foster critical thinking and independent judgment in analyzing the interplay between human rights and security, especially during the investigative stage of criminal proceedings. Students will be encouraged to formulate independent evaluations on the effectiveness and limitations of fundamental rights protection within the European multilevel system.
4. Communication Skills
Through oral presentations and case discussions, students will develop advanced legal communication skills, learning to present and defend complex legal arguments clearly, rigorously, and coherently.
5. Learning skills
Students will acquire methodological tools for the independent analysis of European and international legal texts, developing the ability to keep up to date with the evolution of European criminal law case-law and legislation. The preparation of a final glossary of key terms will help consolidate an appropriate legal vocabulary.

Teacher's Profile

courseProgram

First part: the European legal framework for the protection of human rights in criminal proceedings
1. Introduction: what is criminal law? What is criminal procedure? How are they connected to rights and security? The issues of globalization in the criminal context and of trans-national crime
2. Council of Europe system, the European Convention on Human Rights (ECHR) and the European Court of Human Rights (ECtHR)
3. European Union (EU) system, the Court of Justice of the EU (CJEU), the Area of Freedom, Security and Justice (AFSJ)
4. EU Criminal Procedure. European Arrest Warrant (EAW) and European Investigation Order (EIO)
5. Comparison and connections between systems, Courts and types of judgments. The right to a fair trial in Art. 6 ECHR and the Directives on procedural safeguards in criminal proceedings
Second part: human rights in criminal proceedings
6. Prohibition of torture: Case-study workshop trial - ECtHR, 1 June 2010, Gäfgen v. Germany
7. The right of access to a lawyer (Directive 2013/48/EU) - Case-study workshop trial (ECtHR, Salduz and ECtHR, Ibrahim)
8. Presumption of innocence and the right against self-incrimination (Directive 2016/343/EU)
9. Right to respect for private and family life
10. Right to interpretation and translation
11. Right to information and participation at criminal trials
12. Rights of victims: Directive 2012/29/EU and the restorative justice challenge
Third part: case-study workshops and summary of the course
13. Case-study workshop: CJEU, 12 December 2019, JR and YC (EAW); CJEU, 8 December 2020, A and Others (EIO)
14. Case-study workshop: ECtHR, 30 December 2014, Georgiev v. Bulgaria; ECtHR, 23 August 2019, Kanciał v. Poland (prohibition of torture)
15. Case-study workshop: ECtHR, 25 February 1993, Funke v. France; ECtHR, 17 December 1996, Saunders v. United Kingdom (presumption of innocence)
16. Case-study workshop: CJEU, 2 October 2018, Ministerio Fiscal (right to respect for private and family life)
17. Case-study workshop: CJEU, 15 October 2015, Covaci; CJEU, 5 June 2018, Kolev (rights to interpretation, translation, information)
18. Summary of the cases and glossary

examMode

The final grade is given on the basis of an oral test, in-class presentations during workshops and active participation in class.

books

The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023, Chapters 1, 2, 3, 5 and 10;
G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023

classRoomMode

Attendance is not mandatory, but different exam methods are provided for attending students (those who have attended at least about 75% of the classes) and non-attending students.

bibliography

AA.VV., Research Handbook on EU Criminal Law, a cura di V. MITSILEGAS-M. BERGSTRÖM-T. QUINTEL, II ed., Edward Elgar, 2024.
The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023.
G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023.

121171 - THE GLOBAL GOVERNANCE OF INTERNATIONAL SECURITY

FEDERICA PASSARINI

Second Semester 9IUS/13ENG

Learning objectives

The course aims to provide students with in-depth knowledge of global governance of
international security. The first part of the course focuses on international legal norms in the
field of security, in particular those relating to the use of force, the role of international organizations
in the field of security, the regulation of armed conflicts, and
international criminal responsibility. The second part of the course involves the application of the rules studied to concrete cases with the active involvement of students.

D1 - Knowledge and understanding
The course aims to provide students with knowledge and understanding of the following
issues:
1. The relevance of international law in the regulation of international security
2. Developments relating to the concept of security in international law and their legal effects
3. The role of international organizations in ensuring international security
4. The new role of international courts and tribunals in the field of security

D2 - Applying knowledge and understanding
At the end of the course, students should be able to:
1. find judgments of the International Court of Justice, the International Criminal Court, the
European Court of Human Rights, analyze them, and interpret them by correctly identifying their rationale;
2. find and analyze, including critically, a judicial decision of the International Court of Justice, the International Criminal Court, and the European Court of Human Rights.

D3 - Making judgments
At the end of the course, students should be able to resolve concrete cases in light of the legal concepts learned and to interpret current events in light of international law

Teacher's Profile

courseProgram

Module 1
1) PROHIBITION TO USE FORCE AND THE RIGHT of SELF-DEFENCE
i. Introductory lecture: international society and the notion of “security” in international law
ii. The prohibition to use force
iii. The right of self-defence (preventative self-defence)
iv. Self-defence against non-state actors and collective self-defense
v. The use of force against terrorists

2) THE USE OF FORCE UNDER THE AUSPICES OF THE UNITED NATIONS
i. The UN, its organs; the role of the General Assembly in the security field
ii. The UN Security Council: Chapter VI and Chapter VII: art. 41 (sanctions)
iii. Chapter VII: peace-keeping operations and authorizations to use force
iv. The UN Charter, Chapter VIII: regional organizations and the use of force; focus on NATO
v. Humanitarian intervention and other alleged exceptions to the prohibition to use force

3) THE ROLE OF INTERNATIONAL COURTS IN THE MAINTENANCE OF INTERNATIONAL PEACE AND SECURITY
i. The International Court of Justice
ii. Case-study: South Africa v. Israel
iii. The international criminal justice
iv. The International Criminal Court
v. Case-study: the arrest warrant to Putin and Netanyahu

examMode

A distinction will be made between students who attend and those who do not.
Attending students:
They will be evaluated on the knowledge they acquired during the course, as well as on their in-class presentations, in accordance with the lecturer's instructions.
Non-attending students:
They will be asked three questions, which they will have one and a half hours to answer.

books

- R. Buchan, N. Tsagourias, Regulating the use of force in international law : stability and change, Edward Elgar Publishing, 2021 (excluded
Chapter 9)
- Shabtal Rosenne, International Court of Justice, MPEPIL (the paper will be uploaded on moodle)
- Dire Tladi, International Criminal Court, MPEPIL (the paper will be uploaded on moodle)

classRoomMode

Students are free to choose whether or not to attend the course. However, attendance is especially recommended to facilitate class discussions on academic papers and practical cases. Attending students are encouraged to actively participate in class and will also be assessed for their participation in class.

121182 - CRIMINAL LAW AND GLOBAL THREATS

MARTINA GALLI

Second Semester 9IUS/17ENG

Learning objectives

D1 – Knowledge and Understanding:
The course aims to provide students with an in-depth understanding of the criminal law
responses to the challenges posed by crime in the global context, with particular attention
to international crimes and transnational criminal phenomena. Focusing on current issues
under debate and drawing on relevant case law, the course seeks to develop students’
capacity for comprehension and critical analysis of the strategies of prevention and
repression adopted at the national, supranational, and international levels, assessing their
evolution and consistency with the fundamental principles of criminal law.
D2 – Applied knowledge and understanding:
By the end of the course, students will be able to apply their acquired knowledge critically
to analyze the main forms of international and transnational criminality, identifying the most
appropriate legal instruments and counter-strategies for different contexts. They will be
able to interpret and assess the criminal law responses adopted, linking theoretical
aspects to practical cases and developing sound legal reasoning and problem-solving
skills consistent with the fundamental principles of criminal law.
D3 - Autonomy of judgement:
The course adopts a seminar-based and highly interactive approach aimed at promoting
active participation and critical engagement. The analysis of case studies and judicial
decisions will be used to encourage both individual and collective reflection. By the end of
the course, students will be able to independently re-elaborate the acquired knowledge,
demonstrating the ability to critically assess the various aspects of the discipline and to
formulate well-founded and coherent legal judgments.
D4 - Communication skills
Upon completion of the course, students will have acquired proficiency in the technical and
legal language of criminal law, with particular reference to its international and
transnational dimensions. They will be able to present their knowledge and analyses
clearly and coherently, both in written and oral form, and to engage effectively in academic
discussion. The dialogical and participatory teaching approach will foster the development
of effective communication skills suitable for both academic and professional contexts.
D5 – Ability to learn:
The course aims to foster the development of a learning method based on critical
understanding of legal phenomena and autonomous elaboration of knowledge. By the end
of the course, students should be able to address complex issues of international and
transnational criminal law in a structured and informed manner, demonstrating the ability to
synthesize information, pursue continuous self-directed learning, and formulate logically
and legally sound solutions.

Teacher's Profile

courseProgram

The course offers an overview of the evolution of criminal law in today’s global context, examining both its traditional foundations and the most recent challenges posed by contemporary criminal phenomena. The course is structured as follows:

BLOCK I – Foundations. From national criminal law to criminal law in the global arena
- The principles, concepts, and sanctions of “traditional” criminal law
- From national criminal law to multi-level criminal law (transnational, international, European)
- The global projections of criminal law

BLOCK II – Mass atrocities and international criminal law
- Mass atrocities as international crimes
- From Nuremberg to the International Criminal Court
- Between retributive justice and restorative justice; the criminal trial as a moment of truth, memory, and justice
- Individual international crimes
- International crimes of the future: the crime of ecocide

BLOCK III – Criminal phenomena typical of the “risk society,” penal and para-penal countermeasures, and tensions with fundamental guarantees
- Terrorism
- Transnational organized crime
- Migrant smuggling and trafficking in persons
- Hate speech and hate crimes
- Generative artificial intelligence and criminal law, with a focus on deepfakes and sexual offences

BLOCK V – Corporate criminal law
- The need to punish the legal entity
- The difficulty of punishing the entity and the tension with the economic sustainability of sanctions

examMode

Assessment will be based on a class presentation on an assigned topic, based on assigned materials, and an oral examination covering all course topics.

books

- A.N. Martìn, Global Criminal Law: Postnational Criminal Justice in the Twenty-First Century, Palgrave Macmillan, 2022.
- N. Boister, An Introduction to Transnational Criminal Law, 2nd edition, Oxford University Press, 2018.
- G. Werle, F. Jeßberger, Principles of International Criminal Law, 4th Edition, Oxford University Press, 2020.

classRoomMode

Attendance at the course is strongly recommended.

MODULE II - -- -
STAGEFirst Semester8eng
SUMMER TRAINING SCHOOLFirst Semester8eng
ERASMUS TRAINEESHIPFirst Semester8ENG
119161 - LANGUAGE ABILITY

Second Semester 8eng
121269 - CONFERENCES AND SEMINARS

Second Semester 4ENG
SUBJECTSEMESTERCFUSSDLANGUAGE
119143 - APPROACHES TO THE GOVERNANCE OF MIGRATION IN THE EURO-MEDITERRANEAN CONTEXT

FRANCESCA RONDINE

First Semester 6SPS/04eng

Learning objectives

The course investigates the legal concerns and socio-political issues of migration governance in the Euro-Mediterranean context to provide students with the tools to deal with a multi-layered scenario involving several actors pursuing different aims. The European Union and its Member States, non-EU countries and private subjects are all crucial parts of the migration management in the Mediterranean basin. In light of these complexities, the course illustrates from an interdisciplinary perspective the mixed nature of the relationships intercurring between all these parties to forecast the possible development of migration governance issues in the Mediterranean scenario

Teacher's Profile

courseProgram

Introduction; security and migration; digital borders; SAR; smuggling; criminalisation humanitarian activities; externalisation; EU-third countries agreements; Frontex; privatisation; instrumentalisation; future developments.

examMode

The assessment is based on a written examination lasting 90 minutes.

books

General texts: Handbook on critical geographies on migration, Edited by Katharyne Mitchell et al, Edward Elgar, 2020 (part 1, 4, 6)
C. Mainwaring, At Europe's edge. Migration and Crisis in the Mediterranean, Oxford University Press, 2019 (pp. 1-7; chapter 2, chapter 3)

classRoomMode

Non compulsory. In presence or online.

bibliography

E. Tsourdi, P. De Bruycker, ‘The evolving EU asylum and migration law’ in E. Tsourdi, P. De Bruycker (eds.), Research Handbook on EU Migration and Asylum Law, (2022) Edward Elgar Publishing, 1-55.
E. Frasca, F.L. Gatta, ‘Ebbs and flows of EU migration law and governance: a critical assessment of the evolution of migration legislation and policy in Europe’, (2022) 24 European Journal of Migration and Law, 56-85
J. Huysmans, ‘The European Union and the securitization of migration’, (2000) 38 (5) Journal of Common and Market Studies, 751-777.
D. Bigo, ‘Security and immigration: toward a critique of the governmentality of unease’, (2002) 27 Alternatives, 63-92.
S. Panebianco, ‘Human security at the Mediterranean borders: humanitarian discourse in the EU periphery’, (2022) 59 International Politics, 428-448

119144 - HUMAN MOBILITY, ASYLUM AND BORDER MANAGEMENT: CHALLENGES TO FUNDAMENTAL RIGHTS IN EUROPE - 9- -

Learning objectives

D1 - Knowledge and understanding
The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU's internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed.

D2 - Applied knowledge and understanding
By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States' borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers.

D3 - Autonomy of judgement
The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline.

D4 - Communication skills
At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching.

D5 - Ability to learn
At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions.

MODULE II

DANIELA VITIELLO

Second Semester6IUS/14eng

Learning objectives

D1 - Knowledge and understanding
The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU's internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed.

D2 - Applied knowledge and understanding
By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States' borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers.

D3 - Autonomy of judgement
The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline.

D4 - Communication skills
At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching.

D5 - Ability to learn
At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions.

Teacher's Profile

courseProgram

The course aims to illustrate and analyse the legal framework of different forms of human mobility within and into the European Union, looking at the interaction between the treatment and legal status of migrants and refugees within the Area of Freedom, Security and Justice (AFSJ) and the management of the EU's internal/external borders. By linking the treatment of these categories of third-country nationals to the EU's integrated border management system, the course aims to shed light on how the latter interferes with the enjoyment of fundamental rights by non-Europeans and, consequently, on the fragmentation of the statuses of third-country nationals within the AFSJ. The ultimate aim of the course is to provide students with a taxonomy of migration conditions ranging from the actual mobility status enjoyed by EU citizens and their family members to the non-mobility status imposed on asylum seekers, highlighting the main legal issues related to this way of regulating human mobility, also in the light of the reform of the New Pact on Migration and Asylum.

Specifically, Module I of the course introduces students to the key concepts of human mobility, freedom of movement, Schengen cooperation, the Area of Freedom, Security and Justice (AFSJ), the Common Immigration Policy and the Common European Asylum System (CEAS), and the Global Approach to Migration and Mobility (GAMM), providing the hermeneutic tools to understand and articulate the interaction between these areas of EU competence and the integrated management of its external borders.

examMode

ATTENDING STUDENTS
The final exam grade consists of three elements: (i) evaluation of active participation in the lectures and in-class training sessions; (ii) evaluation of the in-class group/training activities; (iii) evaluation of the final written assignment, generally in the form of a short essay on a central legal issue or a case law commentary. In order to pass the examination as an attending student, it is necessary to guarantee attendance (also remotely) at 90% of the lectures and to participate in all the training sessions, as well as to hand in the short essay or case law commentary by the deadline indicated by the professor. The outcome of the examination will be communicated and recorded as a result of the correction of the writing assignment. The grade will be expressed in thirtieths and will therefore result from the level of knowledge of basic topics. The student's mastery of the topics covered in the course, reasoning and argumentation skills, the ability to study case law in depth, the level of knowledge acquired and the ability to present it clearly in writing will be assessed.

NON-ATTENDING STUDENTS
The final examination will be oral, necessarily in presence, and will cover all the topics in the syllabus. In addition to the textbooks, it will also be mandatory to study the supplementary materials (legislation, jurisprudence, doctrine) available on the Moodle platform. The examination consists of five/six questions aimed at ascertaining both the understanding of the theoretical arguments and the ability to resolve questions of an applicative nature relating to the topics covered in the course. The grade will be expressed in thirtieths and will therefore result from the level of knowledge of basic topics. The student's mastery of the topics covered in the course, reasoning and argumentation skills, the ability to study case law in depth, the level of knowledge acquired and the ability to present it clearly in writing will be assessed.

books

Ettore Recchi, Mirna Safi, Handbook of Human Mobility and Migration. (2024). UK: Edward Elgar Publishing Limited.

Geddes, A., Hadj Abdou, L., Brumat, L. (2020). Migration and Mobility in the European Union. Regno Unito: Red Globe Press.

Arie Pieter Leonhard den Hertog, Dora Kostakopoulou, Marion Panizzon, Sergio Carrera, EU External Migration Policies in an Era of Global Mobilities: Intersecting Policy Universes. (2018). The Netherlands: Brill.

classRoomMode

In order to pass the examination as an attending student, it is necessary to guarantee attendance (also remotely) at 90% of the lectures and to participate in all the training sessions, as well as to hand in the short essay or case law commentary by the deadline indicated by the professor. Enrolled students who do not attend the course will sit a final oral examination based on the entire programme of the two course modules.

bibliography


• Human mobility in the EU: The EU citizen-TCN denizen divide
- E. Brouwer, K. De Vries, "Third Country Nationals and Discrimination on the Ground of Nationality: Article 18 TFEU in the Context of Article 14 ECHR and EU Migration Law: Time for a New Approach", in Equality and Human Rights: Nothing but Trouble? Liber Amicorum Titia Loenen, Edited by M. Van Den Brink, S. Burri, J. Goldschmidt, University of Utrecht, Utrecht, 2015, pp.123-146;
- M. Menghi and J. Quéré, Free Movement of Europeans – Taking Stock of a Misunderstood Right, Jacques Delors Institute, Studies & Reports n. 112, November 2016;
- D. Vitiello, In Search of the Legal Boundaries of an Open Society. The Case of Immigrant Integration in the EU, in Freedom, Security & Justice: European Legal Studies, Issue 2/2022, pp. 151-187.
- S. Salomon, J. Rijpma, A Europe Without Internal Frontiers: Challenging the Reintroduction of Border Controls in the Schengen Area in the Light of Union Citizenship, in German Law Journal, 24(2), 2023, pp. 281-309.

• EU migration policy: Between fragmentation and (the search for) comprehensiveness
- M. De Somer, "Schengen and internal border controls", in From Tampere 20 to Tampere 2.0: Towards a New European Consensus on Migration, Edited by P. De Bruycker, M. De Somer and J. De Brouwer, Brussels: European Policy Centre, 2019;
- D. Vitiello, Comprehensive Approaches in the Global Compact for Migration and the EU Border Policies: A Critical Appraisal, in Laws, 11: 78/2022.
- V. Bello, ‘The Spiralling of the securitisation of migration in the EU: from the management of a crisis to a governance of human mobility, in Journal of Ethnic and Migration Studies, 48 (6), 2022, 1327-1344.
- Piccoli, L., Gianni, M., Ruedin, D., Achermann, C., Dahinden, J., Hoffmeyer-Zlotnik, P., Nedelcu, M., & Zittoun, T. (2024). What Is the Nexus between Migration and Mobility? A Framework to Understand the Interplay between Different Ideal Types of Human Movement. Sociology, 0(0).

• The external dimension of EU migration policy
- J. Santos Vara, "Soft international agreements on migration cooperation with third countries: a challenge to democratic and judicial controls in the EU", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 21-38;
- P. García Andrade, "EU external competences on migration: which role for mixed agreements?", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 39-56;
- S. Carrera, L. den Hertog and M. Stefan, "The EU-Turkey deal: reversing 'lisbonisation' in EU migration and asylum policies", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 155-174.
- S. Lavenex, From something to “offer in return” to something to “withdraw”: Retracing trade conditionality in EU readmission policy, in EU Migration and Asylum Law Blog, 5 September 2023.

• International protection in EU law and the other relevant sources
- E. Tsourdi, "The Emerging Architecture of EU Asylum Policy: Insights into the Administrative Governance of the Common European Asylum System", in EU Law in Populist Times: Crises and Prospects, Edited by F. Bignami, Cambridge: Cambridge University Press, 2020, pp. 191-226;
- V. Moreno-Lax, "Mutual (Dis-)Trust in EU Migration and Asylum Law: The Exceptionalisation of Fundamental Rights", in Fundamental Rights in the EU Area of Freedom, Security and Justice, Edited by S. Iglesias Sanchez, M. Gonzalez Pascual , Cambridge: Cambridge University Press, 2021, pp.77-99;
- C. Favilli, The Standard of Fundamental Rights Protection in the Field of Asylum: The Case of the Right to an Effective Remedy between EU law and the Italian Constitution, in Review of European Administrative Law, Vol. 12, no. 2, December 2019, pp. 167-183;
- F. Maiani, The Reform of the Dublin System and the Dystopia of “Sharing People, in Maastricht Journal of European and Comparative Law, Vol. 4, no. 4, 2017, pp. 622-645.

• The externalisation of asylum in Europe: Techniques, tools and trends
- S. Marinai, Extraterritorial Processing of Asylum Claims: Is It a Viable Option?, in Diritti umani e diritto internazionale, Vol. 12, no.3, 2018, pp. 481-492;
- D. Vitiello, "Legal Narratives of the EU External Action in the Field of Migration and Asylum: From the EU-Turkey Statement to the Migration Partnership Framework and Beyond", in Securitising Asylum Flows. Deflection, Criminalisation and Challenges for Human Rights, Edited by V. Mitsilegas, V. Moreno-Lax, N. Vavoula, Brill-Nijhoff, Leiden-Boston, 2020, pp. 130-166;
- D. Cantor and others, ‘Externalisation, Access to Territorial Asylum and International Law, in International Journal of Refugee Law, vol 34, Issue 1, 2022, 120-156.
- V.Moreno-Lax, M. Lemberg-Pedersen, ‘Border-induced displacement: the ethical and legal implications of distance-creation through externalization, in Questions of International Law 56 (1), 2019, 5-33.

• Temporary protection as a silver lining? The case of Ukrainian refugees
- A. Skordas, "Temporary Protection Directive 2001/55/EC", in EU Immigration and Asylum Law. Article-by-Article Commentary, Edited by D. Thym and K. Hailbronner, Oxford: Hart Publishing, 2022, pp. 1177 ff.;
- D. Vitiello, The Nansen Passport and the EU Temporary Protection Directive: Reflections on Solidarity, Mobility Rights and the Future of Asylum in Europe, in European Papers , Vol. 7, no. 1, 2022, pp. 15–30;
- D. Vitiello, "Asylum in Europe at the Time of the Temporary Protection for Ukrainians and Beyond – Conflicting Models and the Potential Role of Domestic Courts", in S. Carrera, M. I. Ciger (eds.), EU responses to the large-scale refugee displacement from Ukraine: an analysis on the temporary protection directive and its implications for the future EU asylum policy, EUI, San Domenico di Fiesole, 2023, pp. 192-223
- M. Ineli-Ciger, When Temporary Protection Ends: longer-term solutions for refugees from Ukraine, SIEPS, September 2023.

• The normative and operative infrastructure of the EU external borders
- J.P. Cassarino and L. Marin, The Pact on Migration and Asylum: Turning the European Territory into a Non-Territory?, in European Journal of Migration and Law 24, no.1, 2022, pp. 1-26;
- P. Hanke and D. Vitiello, "New Technologies in Migration Control. A Legal Appraisal from an International and European Perspective", in Use and Misuse of New Technologies. Contemporary Challenges in International and European Law, Edited by E. Carpanelli and N. Lazzerini., Cham: Springer, 2019, pp. 3-35;
- V. Mitsilegas,"The Security Union as a paradigm of preventive justice: Challenges for citizenship, fundamental rights and the rule of law", in Constitutionalising the Security Union: Effectiveness, Rule of Law and Rights in Countering Terrorism and Crime, Edited by S. Carrera and V. Mitsilegas., Brussels: CEPS, 2017, pp. 5-20;
- V. Moreno-Lax, The EU Humanitarian Border and the Securitization of Human Rights: The ‘Rescue-Through-Interdiction/Rescue-Without-Protection’ Paradigm, in Journal of Common Market Studies, Vol. 56, no.1, 2018, pp. 119-140.

• The role of Frontex and of the other agencies of the AFSJ
- S. Prechal, Effective Judicial Protection: Some Recent Developments – Moving to the Essence, in Review of European Administrative Law, 2020, p.175 ff.;
- S. Tas, "Fundamental Rights Violations in the Hotspots: Who Is Watching over Them?", in The EU’s Shifting Borders Reconsidered: Externalisation, Constitutionalisation, and Administrative Integration, Edited by E. Tsourdi, A. Ott and Z. Vankova, in European Papers, Vol. 7, no. 1, 2022, pp. 215-237;
- F. Alagna, From Sophia to Irini: EU Mediterranean Policies and the Urgency of "Doing Something", IAI Commentaries, 2020.
- M. Fink, J. J. Rijpma, Responsibility in Joint Returns after WS and Others v Frontex: Letting the Active By-Stander Off the Hook, in EU Law Analysis, 22 September 2023

• Cooperation between Frontex and third countries: nature and purpose
- J.J. Rijpma, External Migration and Asylum Management: Accountability for Executive Action Outside EU-territory, in European Papers, Vol. 2, No 2, 2017, pp. 571-596;
- L. Marin, The Cooperation Between Frontex and Third Countries in Information Sharing: Practices, Law and Challenges in Externalizing Border Control Functions, in European Public Law, Volume 26, Issue 1, 2020, pp. 157-180;
- M. Giuffré and V. Moreno-Lax, "The Rise of Consensual Containment: From Contactless Control to Contactless Responsibility for Migratory Flows", in Research Handbook on International Refugee Law, Edited by S.S. Juss, Cheltenham: Elgar, 2019, pp. 82-108;
- D. Vitiello, "Agencification as a Key Component of the EU Externalisation Toolkit. Observations on a Silent Escape from the Rule of Law", in EU External Migration Policies in an Era of Global Mobilities: Intersecting Policy Universes, Edited by S. Carrera, L. den Hertog, M. Panizzon and D. Kostakopoulou, Leiden, The Netherlands: Brill/Nijhoff, 2019, pp. 125-152.

MODULE II

DANIELA VITIELLO

Second Semester3IUS/13eng

Learning objectives

D1 - Knowledge and understanding
The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU's internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed.

D2 - Applied knowledge and understanding
By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States' borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers.

D3 - Autonomy of judgement
The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline.

D4 - Communication skills
At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching.

D5 - Ability to learn
At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions.

Teacher's Profile

courseProgram

The course aims to illustrate and analyse the legal framework of different forms of human mobility within and into the European Union, looking at the interaction between the treatment and legal status of migrants and refugees within the Area of Freedom, Security and Justice (AFSJ) and the management of the EU's internal/external borders. By linking the treatment of these categories of third-country nationals to the EU's integrated border management system, the course aims to shed light on how the latter interferes with the enjoyment of fundamental rights by non-Europeans and, consequently, on the fragmentation of the statuses of third-country nationals within the AFSJ. The ultimate aim of the course is to provide students with a taxonomy of migration conditions ranging from the actual mobility status enjoyed by EU citizens and their family members to the non-mobility status imposed on asylum seekers, highlighting the main legal issues related to this way of regulating human mobility, also in the light of the reform of the New Pact on Migration and Asylum.

Specifically, Module II of the course starts from the theoretical framework of key concepts on the relationship between the regulation of human mobility and migratory statuses in the European Union, provided in Module I, to illustrate the ways and processes through which the regulatory and institutional infrastructure of the integrated management of EU external borders affects migrants' mobility rights and access to effective judicial protection.

examMode

ATTENDING STUDENTS
The final exam grade consists of three elements: (i) evaluation of active participation in the lectures and in-class training sessions; (ii) evaluation of the in-class group/training activities; (iii) evaluation of the final written assignment, generally in the form of a short essay on a central legal issue or a case law commentary. In order to pass the examination as an attending student, it is necessary to guarantee attendance (also remotely) at 90% of the lectures and to participate in all the training sessions, as well as to hand in the short essay or case law commentary by the deadline indicated by the professor. The outcome of the examination will be communicated and recorded as a result of the correction of the writing assignment. The grade will be expressed in thirtieths and will therefore result from the level of knowledge of basic topics. The student's mastery of the topics covered in the course, reasoning and argumentation skills, the ability to study case law in depth, the level of knowledge acquired and the ability to present it clearly in writing will be assessed.

NON-ATTENDING STUDENTS
The final examination will be oral, necessarily in presence, and will cover all the topics in the syllabus. In addition to the textbooks, it will also be mandatory to study the supplementary materials (legislation, jurisprudence, doctrine) available on the Moodle platform. The examination consists of five/six questions aimed at ascertaining both the understanding of the theoretical arguments and the ability to resolve questions of an applicative nature relating to the topics covered in the course. The grade will be expressed in thirtieths and will therefore result from the level of knowledge of basic topics. The student's mastery of the topics covered in the course, reasoning and argumentation skills, the ability to study case law in depth, the level of knowledge acquired and the ability to present it clearly in writing will be assessed.

books

Ettore Recchi, Mirna Safi, Handbook of Human Mobility and Migration. (2024). UK: Edward Elgar Publishing Limited.

Geddes, A., Hadj Abdou, L., Brumat, L. (2020). Migration and Mobility in the European Union. Regno Unito: Red Globe Press.

Arie Pieter Leonhard den Hertog, Dora Kostakopoulou, Marion Panizzon, Sergio Carrera, EU External Migration Policies in an Era of Global Mobilities: Intersecting Policy Universes. (2018). The Netherlands: Brill.

classRoomMode

In order to pass the examination as an attending student, it is necessary to guarantee attendance (also remotely) at 90% of the lectures and to participate in all the training sessions, as well as to hand in the short essay or case law commentary by the deadline indicated by the professor. Enrolled students who do not attend the course will sit a final oral examination based on the entire programme of the two course modules.

bibliography


• Human mobility in the EU: The EU citizen-TCN denizen divide
- E. Brouwer, K. De Vries, "Third Country Nationals and Discrimination on the Ground of Nationality: Article 18 TFEU in the Context of Article 14 ECHR and EU Migration Law: Time for a New Approach", in Equality and Human Rights: Nothing but Trouble? Liber Amicorum Titia Loenen, Edited by M. Van Den Brink, S. Burri, J. Goldschmidt, University of Utrecht, Utrecht, 2015, pp.123-146;
- M. Menghi and J. Quéré, Free Movement of Europeans – Taking Stock of a Misunderstood Right, Jacques Delors Institute, Studies & Reports n. 112, November 2016;
- D. Vitiello, In Search of the Legal Boundaries of an Open Society. The Case of Immigrant Integration in the EU, in Freedom, Security & Justice: European Legal Studies, Issue 2/2022, pp. 151-187.
- S. Salomon, J. Rijpma, A Europe Without Internal Frontiers: Challenging the Reintroduction of Border Controls in the Schengen Area in the Light of Union Citizenship, in German Law Journal, 24(2), 2023, pp. 281-309.

• EU migration policy: Between fragmentation and (the search for) comprehensiveness
- M. De Somer, "Schengen and internal border controls", in From Tampere 20 to Tampere 2.0: Towards a New European Consensus on Migration, Edited by P. De Bruycker, M. De Somer and J. De Brouwer, Brussels: European Policy Centre, 2019;
- D. Vitiello, Comprehensive Approaches in the Global Compact for Migration and the EU Border Policies: A Critical Appraisal, in Laws, 11: 78/2022.
- V. Bello, ‘The Spiralling of the securitisation of migration in the EU: from the management of a crisis to a governance of human mobility, in Journal of Ethnic and Migration Studies, 48 (6), 2022, 1327-1344.
- Piccoli, L., Gianni, M., Ruedin, D., Achermann, C., Dahinden, J., Hoffmeyer-Zlotnik, P., Nedelcu, M., & Zittoun, T. (2024). What Is the Nexus between Migration and Mobility? A Framework to Understand the Interplay between Different Ideal Types of Human Movement. Sociology, 0(0).

• The external dimension of EU migration policy
- J. Santos Vara, "Soft international agreements on migration cooperation with third countries: a challenge to democratic and judicial controls in the EU", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 21-38;
- P. García Andrade, "EU external competences on migration: which role for mixed agreements?", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 39-56;
- S. Carrera, L. den Hertog and M. Stefan, "The EU-Turkey deal: reversing 'lisbonisation' in EU migration and asylum policies", in Constitutionalising the External Dimensions of EU Migration Policies in Times of Crisis: Legality, Rule of Law and Fundamental Rights Reconsidered, Edited by S. Carrera, J. Santos Vara, and T. Strik, Cheltenham: Elgar, 2019, pp. 155-174.
- S. Lavenex, From something to “offer in return” to something to “withdraw”: Retracing trade conditionality in EU readmission policy, in EU Migration and Asylum Law Blog, 5 September 2023.

• International protection in EU law and the other relevant sources
- E. Tsourdi, "The Emerging Architecture of EU Asylum Policy: Insights into the Administrative Governance of the Common European Asylum System", in EU Law in Populist Times: Crises and Prospects, Edited by F. Bignami, Cambridge: Cambridge University Press, 2020, pp. 191-226;
- V. Moreno-Lax, "Mutual (Dis-)Trust in EU Migration and Asylum Law: The Exceptionalisation of Fundamental Rights", in Fundamental Rights in the EU Area of Freedom, Security and Justice, Edited by S. Iglesias Sanchez, M. Gonzalez Pascual , Cambridge: Cambridge University Press, 2021, pp.77-99;
- C. Favilli, The Standard of Fundamental Rights Protection in the Field of Asylum: The Case of the Right to an Effective Remedy between EU law and the Italian Constitution, in Review of European Administrative Law, Vol. 12, no. 2, December 2019, pp. 167-183;
- F. Maiani, The Reform of the Dublin System and the Dystopia of “Sharing People, in Maastricht Journal of European and Comparative Law, Vol. 4, no. 4, 2017, pp. 622-645.

• The externalisation of asylum in Europe: Techniques, tools and trends
- S. Marinai, Extraterritorial Processing of Asylum Claims: Is It a Viable Option?, in Diritti umani e diritto internazionale, Vol. 12, no.3, 2018, pp. 481-492;
- D. Vitiello, "Legal Narratives of the EU External Action in the Field of Migration and Asylum: From the EU-Turkey Statement to the Migration Partnership Framework and Beyond", in Securitising Asylum Flows. Deflection, Criminalisation and Challenges for Human Rights, Edited by V. Mitsilegas, V. Moreno-Lax, N. Vavoula, Brill-Nijhoff, Leiden-Boston, 2020, pp. 130-166;
- D. Cantor and others, ‘Externalisation, Access to Territorial Asylum and International Law, in International Journal of Refugee Law, vol 34, Issue 1, 2022, 120-156.
- V.Moreno-Lax, M. Lemberg-Pedersen, ‘Border-induced displacement: the ethical and legal implications of distance-creation through externalization, in Questions of International Law 56 (1), 2019, 5-33.

• Temporary protection as a silver lining? The case of Ukrainian refugees
- A. Skordas, "Temporary Protection Directive 2001/55/EC", in EU Immigration and Asylum Law. Article-by-Article Commentary, Edited by D. Thym and K. Hailbronner, Oxford: Hart Publishing, 2022, pp. 1177 ff.;
- D. Vitiello, The Nansen Passport and the EU Temporary Protection Directive: Reflections on Solidarity, Mobility Rights and the Future of Asylum in Europe, in European Papers , Vol. 7, no. 1, 2022, pp. 15–30;
- D. Vitiello, "Asylum in Europe at the Time of the Temporary Protection for Ukrainians and Beyond – Conflicting Models and the Potential Role of Domestic Courts", in S. Carrera, M. I. Ciger (eds.), EU responses to the large-scale refugee displacement from Ukraine: an analysis on the temporary protection directive and its implications for the future EU asylum policy, EUI, San Domenico di Fiesole, 2023, pp. 192-223
- M. Ineli-Ciger, When Temporary Protection Ends: longer-term solutions for refugees from Ukraine, SIEPS, September 2023.

• The normative and operative infrastructure of the EU external borders
- J.P. Cassarino and L. Marin, The Pact on Migration and Asylum: Turning the European Territory into a Non-Territory?, in European Journal of Migration and Law 24, no.1, 2022, pp. 1-26;
- P. Hanke and D. Vitiello, "New Technologies in Migration Control. A Legal Appraisal from an International and European Perspective", in Use and Misuse of New Technologies. Contemporary Challenges in International and European Law, Edited by E. Carpanelli and N. Lazzerini., Cham: Springer, 2019, pp. 3-35;
- V. Mitsilegas,"The Security Union as a paradigm of preventive justice: Challenges for citizenship, fundamental rights and the rule of law", in Constitutionalising the Security Union: Effectiveness, Rule of Law and Rights in Countering Terrorism and Crime, Edited by S. Carrera and V. Mitsilegas., Brussels: CEPS, 2017, pp. 5-20;
- V. Moreno-Lax, The EU Humanitarian Border and the Securitization of Human Rights: The ‘Rescue-Through-Interdiction/Rescue-Without-Protection’ Paradigm, in Journal of Common Market Studies, Vol. 56, no.1, 2018, pp. 119-140.

• The role of Frontex and of the other agencies of the AFSJ
- S. Prechal, Effective Judicial Protection: Some Recent Developments – Moving to the Essence, in Review of European Administrative Law, 2020, p.175 ff.;
- S. Tas, "Fundamental Rights Violations in the Hotspots: Who Is Watching over Them?", in The EU’s Shifting Borders Reconsidered: Externalisation, Constitutionalisation, and Administrative Integration, Edited by E. Tsourdi, A. Ott and Z. Vankova, in European Papers, Vol. 7, no. 1, 2022, pp. 215-237;
- F. Alagna, From Sophia to Irini: EU Mediterranean Policies and the Urgency of "Doing Something", IAI Commentaries, 2020.
- M. Fink, J. J. Rijpma, Responsibility in Joint Returns after WS and Others v Frontex: Letting the Active By-Stander Off the Hook, in EU Law Analysis, 22 September 2023

• Cooperation between Frontex and third countries: nature and purpose
- J.J. Rijpma, External Migration and Asylum Management: Accountability for Executive Action Outside EU-territory, in European Papers, Vol. 2, No 2, 2017, pp. 571-596;
- L. Marin, The Cooperation Between Frontex and Third Countries in Information Sharing: Practices, Law and Challenges in Externalizing Border Control Functions, in European Public Law, Volume 26, Issue 1, 2020, pp. 157-180;
- M. Giuffré and V. Moreno-Lax, "The Rise of Consensual Containment: From Contactless Control to Contactless Responsibility for Migratory Flows", in Research Handbook on International Refugee Law, Edited by S.S. Juss, Cheltenham: Elgar, 2019, pp. 82-108;
- D. Vitiello, "Agencification as a Key Component of the EU Externalisation Toolkit. Observations on a Silent Escape from the Rule of Law", in EU External Migration Policies in an Era of Global Mobilities: Intersecting Policy Universes, Edited by S. Carrera, L. den Hertog, M. Panizzon and D. Kostakopoulou, Leiden, The Netherlands: Brill/Nijhoff, 2019, pp. 125-152.

119145 - REFUGEES AND ECONOMIC MIGRANTS: BETWEEN CONTAINMENT AND LEGAL PATHWAYS

FRANCESCA RONDINE

First Semester 6IUS/14eng

Learning objectives

The course aims at providing students with a basic knowledge of the various legal mobility options to access the European Union. it covers legal and protected mobility channels under international and European law, focusing on both economic, job-related ones and those linked with humanitarian reasons.

Teacher's Profile

courseProgram

The course aims to give a basic knowledge of the main features and challenges of contemporary migration governance, with a special focus on the issue of access to asylum. It covers the principles governing the management of the migratory phenomenon, highlighting its complexity and the multiplicity of interacting and often competing dynamics. It traces the foundations of the international cooperation on migration-related matters, focusing on todays’ mechanisms of multilateral collaboration put in place to ensure safe and legal access to protection for migrants and asylum seekers.
To this end, the course explores different legal and institutional frameworks, involving different international organisations: the United Nations, the Council of Europe and, most notably, the European Union. Following an overview of the most relevant legal tools governing migration management and migrants’ fundamental rights at the various levels, the course focuses on the multiplicity of actors and players involved on the international scene in the setting up of legal and protected pathways to asylum, such as resettlement and humanitarian visas. This includes UN bodies and agencies (e.g. UNHCR and IOM), as well as ad hoc figures activated within the Council of Europe and the EU. Finally, the course will discuss the relevant and recent migration-related case law of the two European courts: the EU Court of Justice and the European Court of human rights.

examMode

The assessment is based on a written examination consisting of 22 multiple-choice questions and 2 open-ended questions. The final mark will be determined by the sum of the marks awarded to the answers provided by the students. In particular, each multiple-choice question will be awarded 1 point if the answer is correct, 0 points if the answer is incorrect. Each open-ended question will instead be assessed by awarding a maximum of 4 points to each answer.

books

- Gil Loescher, Refugees. A very short introduction, Oxford University Press, Oxford, 2021.
- M.C. Foblets, L. Leboeuf (Eds), Humanitarian Admission to Europe, Nomos, Baden-Baden, 2020.

classRoomMode

Non compulsory. In presence or online.

bibliography

- Gil Loescher, Refugees. A very short introduction, Oxford University Press, Oxford, 2021.
- M.C. Foblets, L. Leboeuf (Eds), Humanitarian Admission to Europe, Nomos, Baden-Baden, 2020.

119146 - THE RECEPTION OF ASYLUM SEEKERS AND THE INTEGRATION OF IMMIGRANTS: GOVERNANCE AND STRATEGIES

MARIO SAVINO

Second Semester 6IUS/10eng

Learning objectives

The course aims to provide students with an advanced understanding of the purposes (why), responsibilities (who) and modalities (how) of reception of asylum seekers and other categories of immigrants in the European Union. The teaching considers the different normative levels, from international to local, with a predominant focus on the Common European Asylum System (CEAS) and its national components. The main teaching objective is to ensure an adequate understanding of legal and non-legal issues concerning migrant reception and inclusion processes.

Teacher's Profile

courseProgram

The course examines the following aspects: the international protection regime, including the principle of non-refoulement and examples of protected entry procedures; the functioning of the Common European Asylum System, including criteria for distribution of responsibilities among member states, take-back procedures and relocation schemes; the EU Reception Conditions Directive and its implementation in the EU; the impact of the 2015 refugee crisis and the EU-Turkey agreement; how the issues of secondary movements and detention of asylum seekers are being addressed by the reform proposals at an advanced stage of negotiation (New EU Pact on Asylum and Migration); the temporary protection regime (implemented vis-à-vis Ukraine); and examples of integration strategies.

examMode

Results are verified by oral examination. Understanding of the legal regime of asylum seekers and its problems of implementation it is tested through general questions. In answering, the student must be able to demonstrate adequate knowledge of the European and international regulatory framework, as well as an understanding of the purposes of the relevant discipline. The student must demonstrate the ability to understand the rationale for relevant principles and norms, demonstrating argumentative and reasoning skills.
Active participation and positive interaction in class, based on regular attendance, will be taken into account for final assessment.

books

FOR ATTENDING STUDENTS
Attending students (i.e. students with no more than 2 absences from class) may take a written test, on a single date designated by the teacher. The written test will be based on the rulings discussed in class and the following blog posts:
1. D. Thym, Secondary Movements: Lack of Progress as the Flipside of Meagre Solidarity, EU Migration Law Blog, 2024, pp. 1-5
2. F. Maiani, Responsibility-determination under the new Asylum and Migration Management Regulation: plus ça change…, EU Migration Law Blog, 2024, pp. 1-5.
3. M. Moraru, The Impact of the 2024 CEAS Reform on the EU’s Return System: Amending the Return Directive Through the Backdoor, Migration Law Blog, 2024, pp. 1-5
4. U. Brandl, Mix and Match. Detention, “De-Facto Detention” or just Restrictions of Freedom of Movement in the New Pact, EU Migration Law Blog, 2024, pp. 1-5
5. I. Goldner Lang, Instrumentalisation of Migrants: It is Necessary to Act, but How?, EU Migration Law Blog, 2024, pp. 1-5
6. D. Thym, Temporary Protection for Ukrainians: the Unexpected Renaissance of ‘Free Choice’, in EU Migration Law Blog, 2022, pp. 1-5
7. M. Savino, On failed relocation and would-be Leviathans: Towards the New Pact on Migration and Asylum, in ADiM Blog, 2020, pp. 1-8

FOR NON-ATTENDING STUDENTS
Non-attending students may take the exam (oral) at any scheduled exam call for the teaching. The oral exam will be based on the following readings:
1. V. Moreno-Lax, Crisis as (Asylum) Governance: The Evolving Normalisation of Non-access to Protection in the EU, European Papers, 2024, pp. 179-208
2. E. Küçük, Temporary Protection Directive: Testing New Frontiers?, in European Journal of Migration and Law, 2023, pp. 1–30
3. M. Gkliati, The EU Returns Agency: The Commissions’ Ambitious Plans and Their Human Rights Implications, in European Journal of Migration and Law, 2022, pp. 545–569
4. Jens Vested-Hansen, Harmonisation of types of asylum procedures: new Regulation, old dilemmas, EU Migration Law Blog, 2024, pp. 1-5
5. M. Ineli-Ciger, Navigating the Labyrinth of Derogations: A Critical Look at the Crisis Regulation, EU Migration Law Blog, 2024, pp. 1-5
6. N. Vavoula, The Transformation of Eurodac from an Asylum Tool into an Immigration Database , EU Migration Law Blog, 2024, pp. 1-5
7. L. Tsourdi, Funding the New Pact on Migration and Asylum: Symbolic Politics or Structural Shifts in the Policies’ Implementation Design? , EU Migration Law Blog, 2024, pp. 1-5
8. P. Garcia Andrade, Cooperation with third countries within the EU legislative reform on migration and asylum, EU Migration Law Blog, 2024, pp. 1-5
9. D. Thym, Secondary Movements: Lack of Progress as the Flipside of Meagre Solidarity, EU Migration Law Blog, 2024, pp. 1-5
10. F. Maiani, Responsibility-determination under the new Asylum and Migration Management Regulation: plus ça change…, EU Migration Law Blog, 2024, pp. 1-5.
11. M. Moraru, The Impact of the 2024 CEAS Reform on the EU’s Return System: Amending the Return Directive Through the Backdoor, Migration Law Blog, 2024, pp. 1-5
12. U. Brandl, Mix and Match. Detention, “De-Facto Detention” or just Restrictions of Freedom of Movement in the New Pact, EU Migration Law Blog, 2024, pp. 1-5
13. I. Goldner Lang, Instrumentalisation of Migrants: It is Necessary to Act, but How?, EU Migration Law Blog, 2024, pp. 1-5
14. D. Thym, Temporary Protection for Ukrainians: the Unexpected Renaissance of ‘Free Choice’, in EU Migration Law Blog, 2022, pp. 1-5
15. M. Savino, On failed relocation and would-be Leviathans: Towards the New Pact on Migration and Asylum, in ADiM Blog, 2020, pp. 1-8

mode

The course follows a seminar method and is intended to be interactive. Active participation is strongly encouraged. The topics of the programme will be explored by making reference to leading case law, with a view to fostering the exchange of views among the students.
This teaching method is purposed to develop the following skills:
- the capacity to critically analyse legal decisions;
- the ability to debate and defend a position;
- the capacity to grasp the complexity of legal and non-legal issues related to migration policies.

classRoomMode

In presence attendance is recommended

bibliography

The reference bibliography is indicated in the recommended texts for exam preparation.

MODULE II - -- -
MIGRATION AND INTEGRATION POLICIES IN POST-WAR EUROPE

AGNESE BERTOLOTTI

Second Semester6M-STO/04eng

Learning objectives

1) Knowledge and understanding of relations between migrant communities and the British State 1945-1990;
2) Knowledge and understanding of the communication style of political messages and propaganda in the press;
3) Independent judgement and ability to interpret the main government interventions in the field of containment of migration flows;
4) Communication skills in the oral return of the communication techniques of British policy in the field of containment of migration and management of Race Relations;
5) Ability to learn the key words used in the process of comparison between migrant communities and government authorities.

Teacher's Profile

courseProgram

· Introduction: historical approaches and theoretical frameworks
· Post-war displacement: refugees, expellees and reconstruction (1945–1950s)
· The emergence of international refugee law and UN responses
· Labour shortages and the formation of European migration regimes
· Decolonisation and South–North migration flows
· National responses and the development of welfare-based integration models
· Migration, citizenship, and the rise of multiculturalism
· The Europeanisation of migration governance (Schengen, Dublin, etc.)
· Security, borders, and human rights in the age of migration “crises”
· Populism, contestation, and the politics of belonging
· Migration memory and its representations in public space, literature and film
· Comparative analysis: national policies and migrant voices through oral history and documentary media

books

• Marcin Gońda, Magdalena Lesińska, Marta Pachocka (eds.), Relations between Immigration and Integration Policies in Postwar Europe, Routledge 2020 ISBN 9780429263736.
• Anna Triandafyllidou, Ruby Gropas (eds.), European Immigration: A Sourcebook. Second edition, Ashgate : Aldershot, 2014 ISBN 9781409453635
• Garcés-Mascareñas, Blanca & Penninx, R.. (2016). Integration Processes and Policies in Europe: Contexts, Levels and Actors. IMISCOE Research Series (IMIS) 2016.
• Relevant EU documents and country-specific legislation (provided in class)

classRoomMode

Online and/or in person

THE PROBLEM OF CITIZENSHIP: HISTORICAL AND PHILOSOPHICAL PERSPECTIVESSecond Semester3IUS/19eng

Learning objectives

The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal history relating to citizenship.
D1 - Knowledge and understanding
Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal history, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts
D2 - Applying knowledge and understanding
At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases

D3 - Making judgements
By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal-historical reflection related to citizenship

D4 - Communication skills
By the end of the course, students will have developed terminological accuracy related to the legal and historical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field
D5 - Learning skills
By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating

BORDERS OF SOCIAL RIGHTS AND LABOUR RIGHTS IN EUROPESecond Semester3IUS/07eng
119162 - FINAL EXAM

Second Semester 14eng
MODULE II - -- -
ELECTIVE COURSESSecond Semester6eng
ELECTIVE COURSESSecond Semester12eng
ELECTIVE COURSESSecond Semester6eng

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Teacher's Profile

courseProgram

1. The origins and beginning of the European integration.

2. European integration in the 1970s and 1980s.

3. Single Market, Common Currency and the future of European integration.

examMode

The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language.

books

Ivan Berend (2016), The History of European Integration. A new perspective, Routledge.

classRoomMode

The course, which is spread over 36 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Although lectures are held online, attendance is strongly recommended. In any case, attendance at the course remains mandatory.

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Learning objectives

The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights.

Knowledge and Understanding
At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated.

Applying knowledge and understanding
At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided.

Making judgements
At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided.

Communication skills
At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants.

Learning skills
At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules.

Teacher's Profile

courseProgram

The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights.

Knowledge and Understanding
At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated.

Applying knowledge and understanding
At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided.

Making judgements
At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided.

Communication skills
At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants.

Learning skills
At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules.

examMode

Attending-students:

The assessment is by written exam: 16 multiple-choice questions and 2 short essay questions


Not-attending-students:

The assessment is by written exam. The knowledge of the main subjects is verified through general questions. In answering, the student must be able to show an adequate knowledge of the basic principles and main subjects, as well as understanding the purposes of the legal regulation. The student must show the ability to understand the rational of principles and legal regulation, demonstrating her/his/ own arguing and reasoning skills.

books

For attendig students, the lecture course is based on relevant part of hand-books, articles and law cases. The relevant material will be specified at the beginning of the lectures.

For non-attending students, the reference material is as follows:
- Shamsollah Shaliga, Tayyeb Arefnia, Mehdi Mohammadian Amiri, Applications of Artificial Intelligence in the Production and Use of Digital Documents and Electronic Evidence as Proof in Civil and Criminal Litigation, in Legal Studies in Digital Age, Vol. 3, No. 2, 2024, 10 ss.;
Peter Sommer, Certification, registration and assessment of digital forensic experts: The UK experience, in Digital Investigation, 8, 2011, 98 ss.;
- Kenneth J. Withers, Computer-Based Discovery in Federal Civil Litigation, in in the Federal Courts Law Review at
www.fedjudge.org;
- Karolina Aksamitowska, Digital Evidence in Domestic Core International Crimes Prosecutions, in Journal of International Criminal Justice 19 (2021), 189 ss.;
- Matthew Gillett, Wallace Fan, Expert Evidence and Digital Open Source Information, in Journal of International Criminal Justice 21 (2023), 661 ss.;
- Elena Alina Onţanu, Normalising the use of electronic evidence: Bringing technology use into a familiar normative path in civil procedure, in OÑATI SOCIO-LEGAL SERIES VOLUME 12, ISSUE 3 (2022), 582 ss.;
- Hock Lai, "The Legal Concept of Evidence", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/evidence-legal/>;
- Adam Juszczak, Elisa Sason, The Use of Electronic Evidence in the European Area of Freedom, Security, and Justice, in https://eucrim.eu/articles/the-use-of-electronic-evidence-in-the-european-area-of-freedom-security-and-justice/#:~:text=With%20its%20new%20e%2Devidence,principle%2C%20the%20need%20to%20involve.

classRoomMode

The course is structured in lectures, which are also held remotely. Supplementary lectures are also provided, during which clarifications are offered on the more complex issues raised by the use of digital tools in the taking of evidence.

bibliography

For attending students, the bibliography will be established at the beginning of the course.

For non-attending students, the reference bibliography is as follows:
- Rebecca A. Delfino, Deepfakes on Trial: A Call To Expand the Trial Judge's Gatekeeping Role To Protect Legal Proceedings from Technological Fakery, 74 Hastings L.J. 293;
- Andrew Guthrie Ferguson, Digital Habit Evidence, 72 Duke L.J. 724;
- European Committee on Legal Co-Operation (CDCJ), The Use Of Electronic Evidence in Civil And Administative Law Proceedings And its Effect on The Rules Of Evidence And Modes Of Proof, 26 July 2016;
- Daniel Brantes, Digital Evidence: The Admissibility of Leaked and Hacked Evidence in Arbitration Proceedings, International Journal Semiotics Law Revue internationale Sémiotique juridique, May 2023;
- Maria Angela Biasiotti, Mattia Epifani, Fabrizio Turchi, The Evidence Project: Bridging the Gap in The Exchange Of Digital Evidence Across Europe, Proceedings of 10th Intl. Conference on Systematic Approaches to Digital Forensic Engineering;
- European e-Justice Portale, Taking of Evidence – Italy;
- ICO, Overview of the General Data Protection Regulation (GDPR);
- Jessica Shurson, Data protection and law enforcement access to digital evidence: resolving the reciprocal conflicts between EU and US law, International Journal of Law and Information Technology, 2020, 28, 167–18.

Learning objectives

The course offers an overview of the development of the European Area of Freedom, Security and Justice, discussing its fundamental principles. Particular attention will be devoted to the study of European sources safeguarding human rights in criminal proceedings.
The interplay and conflict between human rights and security, particularly at the investigative stage, will emerge through the direct analysis of concrete cases and the study of the main issues underlying the EU Directives on procedural safeguards in criminal proceedings.
1. Knowledge and understanding
By the end of the course, students will have gained an in-depth understanding of the development of the European Area of Freedom, Security and Justice, with particular focus on its fundamental principles and on the role of European sources in safeguarding human rights in criminal proceedings. They will also understand the functioning and powers of the main European Courts, as well as the interactions between the European Union and the Council of Europe systems.
2. Applying knowledge and understanding
Students will be able to apply the acquired knowledge to the analysis of concrete cases in European criminal law, assessing the practical implications of EU Directives on procedural rights and of key decisions of the Court of Justice of the European Union and the European Court of Human Rights. Through group work and presentations, they will develop the ability to interpret legal norms and judgments in complex contexts, identifying reasoned and coherent solutions.
3. Making judgments
The course will foster critical thinking and independent judgment in analyzing the interplay between human rights and security, especially during the investigative stage of criminal proceedings. Students will be encouraged to formulate independent evaluations on the effectiveness and limitations of fundamental rights protection within the European multilevel system.
4. Communication Skills
Through oral presentations and case discussions, students will develop advanced legal communication skills, learning to present and defend complex legal arguments clearly, rigorously, and coherently.
5. Learning skills
Students will acquire methodological tools for the independent analysis of European and international legal texts, developing the ability to keep up to date with the evolution of European criminal law case-law and legislation. The preparation of a final glossary of key terms will help consolidate an appropriate legal vocabulary.

Teacher's Profile

courseProgram

First part: the European legal framework for the protection of human rights in criminal proceedings
1. Introduction: what is criminal law? What is criminal procedure? How are they connected to rights and security? The issues of globalization in the criminal context and of trans-national crime
2. Council of Europe system, the European Convention on Human Rights (ECHR) and the European Court of Human Rights (ECtHR)
3. European Union (EU) system, the Court of Justice of the EU (CJEU), the Area of Freedom, Security and Justice (AFSJ)
4. EU Criminal Procedure. European Arrest Warrant (EAW) and European Investigation Order (EIO)
5. Comparison and connections between systems, Courts and types of judgments. The right to a fair trial in Art. 6 ECHR and the Directives on procedural safeguards in criminal proceedings
Second part: human rights in criminal proceedings
6. Prohibition of torture: Case-study workshop trial - ECtHR, 1 June 2010, Gäfgen v. Germany
7. The right of access to a lawyer (Directive 2013/48/EU) - Case-study workshop trial (ECtHR, Salduz and ECtHR, Ibrahim)
8. Presumption of innocence and the right against self-incrimination (Directive 2016/343/EU)
9. Right to respect for private and family life
10. Right to interpretation and translation
11. Right to information and participation at criminal trials
12. Rights of victims: Directive 2012/29/EU and the restorative justice challenge
Third part: case-study workshops and summary of the course
13. Case-study workshop: CJEU, 12 December 2019, JR and YC (EAW); CJEU, 8 December 2020, A and Others (EIO)
14. Case-study workshop: ECtHR, 30 December 2014, Georgiev v. Bulgaria; ECtHR, 23 August 2019, Kanciał v. Poland (prohibition of torture)
15. Case-study workshop: ECtHR, 25 February 1993, Funke v. France; ECtHR, 17 December 1996, Saunders v. United Kingdom (presumption of innocence)
16. Case-study workshop: CJEU, 2 October 2018, Ministerio Fiscal (right to respect for private and family life)
17. Case-study workshop: CJEU, 15 October 2015, Covaci; CJEU, 5 June 2018, Kolev (rights to interpretation, translation, information)
18. Summary of the cases and glossary

examMode

The final grade is given on the basis of an oral test, in-class presentations during workshops and active participation in class.

books

The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023, Chapters 1, 2, 3, 5 and 10;
G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023

classRoomMode

Attendance is not mandatory, but different exam methods are provided for attending students (those who have attended at least about 75% of the classes) and non-attending students.

bibliography

AA.VV., Research Handbook on EU Criminal Law, a cura di V. MITSILEGAS-M. BERGSTRÖM-T. QUINTEL, II ed., Edward Elgar, 2024.
The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023.
G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023.

Learning objectives

1) Knowledge and understanding of relations between migrant communities and the British State 1945-1990;
2) Knowledge and understanding of the communication style of political messages and propaganda in the press;
3) Independent judgement and ability to interpret the main government interventions in the field of containment of migration flows;
4) Communication skills in the oral return of the communication techniques of British policy in the field of containment of migration and management of Race Relations;
5) Ability to learn the key words used in the process of comparison between migrant communities and government authorities.

Teacher's Profile

courseProgram

· Introduction: historical approaches and theoretical frameworks
· Post-war displacement: refugees, expellees and reconstruction (1945–1950s)
· The emergence of international refugee law and UN responses
· Labour shortages and the formation of European migration regimes
· Decolonisation and South–North migration flows
· National responses and the development of welfare-based integration models
· Migration, citizenship, and the rise of multiculturalism
· The Europeanisation of migration governance (Schengen, Dublin, etc.)
· Security, borders, and human rights in the age of migration “crises”
· Populism, contestation, and the politics of belonging
· Migration memory and its representations in public space, literature and film
· Comparative analysis: national policies and migrant voices through oral history and documentary media

books

• Marcin Gońda, Magdalena Lesińska, Marta Pachocka (eds.), Relations between Immigration and Integration Policies in Postwar Europe, Routledge 2020 ISBN 9780429263736.
• Anna Triandafyllidou, Ruby Gropas (eds.), European Immigration: A Sourcebook. Second edition, Ashgate : Aldershot, 2014 ISBN 9781409453635
• Garcés-Mascareñas, Blanca & Penninx, R.. (2016). Integration Processes and Policies in Europe: Contexts, Levels and Actors. IMISCOE Research Series (IMIS) 2016.
• Relevant EU documents and country-specific legislation (provided in class)

classRoomMode

Online and/or in person

Learning objectives

The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal history relating to citizenship.
D1 - Knowledge and understanding
Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal history, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts
D2 - Applying knowledge and understanding
At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases

D3 - Making judgements
By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal-historical reflection related to citizenship

D4 - Communication skills
By the end of the course, students will have developed terminological accuracy related to the legal and historical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field
D5 - Learning skills
By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating

Learning objectives

The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal history relating to citizenship.
D1 - Knowledge and understanding
Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal history, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts
D2 - Applying knowledge and understanding
At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases

D3 - Making judgements
By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal-historical reflection related to citizenship

D4 - Communication skills
By the end of the course, students will have developed terminological accuracy related to the legal and historical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field
D5 - Learning skills
By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating

Teacher's Profile

courseProgram

The module aims to introduce and discuss the main theories of citizenship developed in philosophical-legal thought and related models of citizenship as a set of rights, responsibilities and practices. First, the module will cover the main theories developed in the European tradition and discuss their potential and challenges in relation to rights in the contemporary world. It will then explore some often neglected approaches to citizenship, such as postcolonial and feminist ones. Finally, it will conclude with some references to the current debate on the new frontiers of citizenship, namely digital citizenship and post-humanism.
After an introduction to republican, liberal and communitarian models of citizenship, the following topics will be addressed: 1) Universalist and differential theories: Multicultural citizenship; 2) From cosmopolitanism to globalism; 3) Material and symbolic borders and critical migration theory; 4) Post/neocolonial epistemologies; 5) Feminist and intersectional perspectives on citizenship; 6) Offline and digital citizenship; 7) Posthumanism: Citizenship in the Anthropocene

examMode

The final exam will consist in an oral examination and will cover the contents of both modules, starting from general questions to more specific and detailed ones

Assessment levels
The student’s ability to develop an organic and critical vision of the topics covered, the ability to work autonomously and the use of a precise and rigorous language will lead to an assessment of excellence.
The ability to summarise and analyse in depth and/or a correct, but not always rigorous, language will lead to fair marks.
Gaps in preparation and/or the use of inadequate language, even if there is a basic knowledge of the examination material, will result in assessments that do not exceed the pass mark.
Gaps in preparation, such as having omitted some of the texts included in the programme, the use of inadequate language and the inability to orient oneself effectively in the course material, will not be taken into account positively for assessment purposes.

books

To prepare for the exam, students are recommended to study the educational material listed in the section “Bibliografia di riferimento” (below)

classRoomMode

Attendance is not mandatory. However, it is highly recommended as the classes are designed to ensure student interaction and active participation

Learning objectives

The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal philosophy relating to citizenship
D1 - Knowledge and understanding
Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal philosophy, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts

Teacher's Profile

courseProgram

The module aims to introduce and discuss the main theories of citizenship developed in philosophical-legal thought and related models of citizenship as a set of rights, responsibilities and practices. First, the module will cover the main theories developed in the European tradition and discuss their potential and challenges in relation to rights in the contemporary world. It will then explore some often neglected approaches to citizenship, such as postcolonial and feminist ones. Finally, it will conclude with some references to the current debate on the new frontiers of citizenship, namely digital citizenship and post-humanism.
After an introduction to republican, liberal and communitarian models of citizenship, the following topics will be addressed: 1) Universalist and differential theories: Multicultural citizenship; 2) From cosmopolitanism to globalism; 3) Material and symbolic borders and critical migration theory; 4) Post/neocolonial epistemologies; 5) Feminist and intersectional perspectives on citizenship; 6) Offline and digital citizenship; 7) Posthumanism: Citizenship in the Anthropocene

examMode

The final exam will consist in an oral examination and will cover the contents of both modules, starting from general questions to more specific and detailed ones

Assessment levels
The student’s ability to develop an organic and critical vision of the topics covered, the ability to work autonomously and the use of a precise and rigorous language will lead to an assessment of excellence.
The ability to summarise and analyse in depth and/or a correct, but not always rigorous, language will lead to fair marks.
Gaps in preparation and/or the use of inadequate language, even if there is a basic knowledge of the examination material, will result in assessments that do not exceed the pass mark.
Gaps in preparation, such as having omitted some of the texts included in the programme, the use of inadequate language and the inability to orient oneself effectively in the course material, will not be taken into account positively for assessment purposes.

books

To prepare for the exam, students are recommended to study the educational material listed in the section “Bibliografia di riferimento” (below)

classRoomMode

Attendance is not mandatory. However, it is highly recommended as the classes are designed to ensure student interaction and active participation

Learning objectives

The module provides materials science education in several industrial manufacturing processes, particularly on efficiently utilising raw materials, food supply systems and energy to pursue sustainability security.
Through analysing the dynamics of change that have affected several industrial production processes in the last decade, the course provides students with the knowledge and understanding of materials, products and related technologies to foster the sustainability transition process.
Skills to be acquired:
Module III Goal:
- Understanding the benefits and opportunities that affect the companies' decisions in introducing strategies for environmental security.

- Examining the principles and concepts related to environmental security issues and tools to pursue sustainability.
The teaching methodology promotes an interactive approach (analysis of case studies and/or scientific papers, seminars and group work for the in-depth analysis of specific topics).
Knowledge and understanding: Ability to apply the theories and tools studied in several organizational contexts about environmental security.
Applying knowledge and understanding: Recognize how to use and implement different tools to pursue sustainability.
Making judgements: Know how to interpret the benefits of the different theories and tools related to environmental security.
Communication skills: Know how to present case studies and apply theoretical notions to practical cases study.
Learning skills: Ability to approach the learning process completely autonomously and self-managed.

Learning objectives

The first module of the course focuses on the new challenges related to environmental security in international and European law. The course is centered on the explanation of the legal scope of the emerging principle One Health, which recognizes that human health, animal welfare and environmental protection are strictly interrelated, as clearly showed by the COVID-19 pandemic.
Goals:
1. Knowledge and understanding of the main international and European rules addressed to environmental security, food safety and food security, energy, protection of the human right to health and the prevention of zoonotic diseases, the protection of animal welfare.
2. Knolwedge and understanding of the functioning of the main international and European organizations that deal with these topics, such as the UN, FAO, UNEP, WHO, WTO, EU, Council of Europe.
3. Autonomy in assessing the perspectives of reform of global health governance in light of the ongoing negotiations for a new pandemic treaty.

Learning objectives

The second module focuses on a comprehensive and detailed introduction to Life Cycle Assessment (LCA) as a methodology for assessing the environmental performance of the production of goods or services.
Objectives:
1. Knowledge and understanding of the complete LCA approach and its procedural framework, following the four steps outlined in the international standard ISO 14040/44.
2. Ability to apply the theories and tools learned in a practical context, both in the analysis of production processes and in the identification of opportunities to improve environmental performance.
3. Autonomy in assessing the merits of different methodologies and tools related to LCA, and understanding how this can influence business decisions to improve environmental sustainability.
4. Ability to communicate the theoretical concepts and practical applications of LCA through case studies and concrete examples.
5. Learning skills: ability to approach the learning process in a fully autonomous and self-directed manner.

Teacher's Profile

courseProgram

Introduction to Life cycle thinking and LCA.
Definition of Life Cycle Analysis
The definition and stages of an LCA according to ISO 14040/44 standards and generalities about the methodology.
Inventory-based analysis (LCI)
Analysis of environmental impacts (LCIA): main categories of environmental impacts
Environmental labels: ISO 14020 series (Type I, II and III)
Environmental product declaration (EPD)

examMode

The assessment includes an oral exam consisting of two theoretical questions related to the course content. Additionally, during the final lesson, there will be an exercise on the key aspects of the course, which will be evaluated as part of the final grade.

books

Teaching materials available in electronic format provided by the lecturer

classRoomMode

Attendance in person is strongly recommended. If attending is not possible, students are encouraged to contact the instructor to inform them. The study program remains unchanged for non-attending students, and the exam format will be the same, consisting of an oral test with two theoretical questions.

Learning objectives

The module provides materials science education in several industrial manufacturing processes, particularly on efficiently utilising raw materials, food supply systems and energy to pursue sustainability security.
Through analysing the dynamics of change that have affected several industrial production processes in the last decade, the course provides students with the knowledge and understanding of materials, products and related technologies to foster the sustainability transition process.
Skills to be acquired:
Module III Goal:
- Understanding the benefits and opportunities that affect the companies' decisions in introducing strategies for environmental security.

- Examining the principles and concepts related to environmental security issues and tools to pursue sustainability.
The teaching methodology promotes an interactive approach (analysis of case studies and/or scientific papers, seminars and group work for the in-depth analysis of specific topics).
Knowledge and understanding: Ability to apply the theories and tools studied in several organizational contexts about environmental security.
Applying knowledge and understanding: Recognize how to use and implement different tools to pursue sustainability.
Making judgements: Know how to interpret the benefits of the different theories and tools related to environmental security.
Communication skills: Know how to present case studies and apply theoretical notions to practical cases study.
Learning skills: Ability to approach the learning process completely autonomously and self-managed.

Teacher's Profile

courseProgram

Introduction to Life cycle thinking and LCA.
Definition of Life Cycle Analysis
The definition and stages of an LCA according to ISO 14040/44 standards and generalities about the methodology.
Inventory-based analysis (LCI)
Analysis of environmental impacts (LCIA): main categories of environmental impacts
Environmental labels: ISO 14020 series (Type I, II and III)
Environmental product declaration (EPD)

examMode

The assessment includes an oral exam consisting of two theoretical questions related to the course content. Additionally, during the final lesson, there will be an exercise on the key aspects of the course, which will be evaluated as part of the final grade.

books

There are no specific prerequisites

classRoomMode

Attendance in person is strongly recommended. If attending is not possible, students are encouraged to contact the instructor to inform them. The study program remains unchanged for non-attending students, and the exam format will be the same, consisting of an oral test with two theoretical questions.

Learning objectives

The educational objective of the course is to provide students with knowledge of the principles, concepts,
and models related to the circular economy and sustainability. The course aims to equip students with
basic analytical tools to understand the new circular paradigm, with particular focus on resource
management, products/processes, waste, business models, policies, the role of technology, and incentive
mechanisms.

B) EXPECTED LEARNING OUTCOMES
1. Knowledge and understanding: Acquire knowledge of the theories and principles of the circular economy to comprehend the key issues of sustainable development.
2. Applying knowledge and understanding: Learn analytical tools to assess the main challenges and opportunities of the circular economy model.
3. Autonomy of judgment: Develop the ability to evaluate business models and circular economy practices, grasp their underlying logic, and explain them with critical insight.
4. Communication skills: Learn analytical rigor through the use of formulas, graphs, and the illustration of logical connections.
5. Learning skills: The condition for successful learning is the ability to independently and critically reconstruct the basic principles of the circular economy.

Learning objectives

The educational objective of the course is to provide students with knowledge of the principles, concepts,
and models related to the circular economy and sustainability. The course aims to equip students with
basic analytical tools to understand the new circular paradigm, with particular focus on resource
management, products/processes, waste, business models, policies, the role of technology, and incentive
mechanisms.

B) EXPECTED LEARNING OUTCOMES
1. Knowledge and understanding: Acquire knowledge of the theories and principles of the circular economy to comprehend the key issues of sustainable development.
2. Applying knowledge and understanding: Learn analytical tools to assess the main challenges and opportunities of the circular economy model.
3. Autonomy of judgment: Develop the ability to evaluate business models and circular economy practices, grasp their underlying logic, and explain them with critical insight.
4. Communication skills: Learn analytical rigor through the use of formulas, graphs, and the illustration of logical connections.
5. Learning skills: The condition for successful learning is the ability to independently and critically reconstruct the basic principles of the circular economy.

Teacher's Profile

courseProgram

During the course, the following topics will be covered:
1. Introduction to ecological economics
2. From linear economy to circular economy: main characteristics and limits of linear models.
3. The contribution of the circular economy to the Sustainable Development Goals adopted by the United Nations
4. Circular economy’s definitions, principles and barriers to its diffusion
5. The eco-innovation and open eco-innovation mode
6. Human development and Capability Approach
Any partial changes or additions to the program will be communicated by the instructor during the course.

examMode

The final assessment will consist of a written test of two open questions on the subjects covered during the course for each module, for a total of four questions.

books

Slides and other teaching materials will be made available to students during the course.

classRoomMode

Not mandatory

bibliography

- the publication, edited for the OECD by UCL Institute for Sustainable Resources, University College London, "Ekins, P., Domenech, T., Drummond, P., Bleischwitz, R., Hughes, N., & Lotti, L. (2020). The circular economy: What, why, how and where. Available at the link https://discovery.ucl.ac.uk/id/eprint/10093965/1/Ekins-2019-Circular-Economy-What-Why-How-Where.pdf
- Lacy, P., Keeble, J., McNamara, R., Rutqvist, J., Haglund, T., Cui, M., Cooper, A., Pettersson, C., Kevin, E., & Buddemeier, P. (2014). Circular advantage: innovative business models and technologies to create value in a world without limits to growth. Accenture: Chicago, IL, USA, 24.
- MacArthur, E. (2013). Towards the circular economy. Journal of Industrial Ecology, 2(1), 23–44.
- MacArthur, E. (2015). Towards a circular economy: business rationale for an accelerated transition. Greener Manag International, 20.

Teacher's Profile

courseProgram

During the course, the following topics will be covered:
1. Introduction to ecological economics
2. From linear economy to circular economy: main characteristics and limits of linear models.
3. The contribution of the circular economy to the Sustainable Development Goals adopted by the United Nations
4. Circular economy’s definitions, principles and barriers to its diffusion
5. The eco-innovation and open eco-innovation mode
6. Human development and Capability Approach
Any partial changes or additions to the program will be communicated by the instructor during the course.

examMode

The final assessment will consist of a written test of two open questions on the subjects covered during the course for each module, for a total of four questions.

books

Slides and other teaching materials will be made available to students during the course.

classRoomMode

Not mandatory

bibliography

- the publication, edited for the OECD by UCL Institute for Sustainable Resources, University College London, "Ekins, P., Domenech, T., Drummond, P., Bleischwitz, R., Hughes, N., & Lotti, L. (2020). The circular economy: What, why, how and where. Available at the link https://discovery.ucl.ac.uk/id/eprint/10093965/1/Ekins-2019-Circular-Economy-What-Why-How-Where.pdf
- Lacy, P., Keeble, J., McNamara, R., Rutqvist, J., Haglund, T., Cui, M., Cooper, A., Pettersson, C., Kevin, E., & Buddemeier, P. (2014). Circular advantage: innovative business models and technologies to create value in a world without limits to growth. Accenture: Chicago, IL, USA, 24.
- MacArthur, E. (2013). Towards the circular economy. Journal of Industrial Ecology, 2(1), 23–44.
- MacArthur, E. (2015). Towards a circular economy: business rationale for an accelerated transition. Greener Manag International, 20.

Teacher's Profile

courseProgram

1. Ecological questions of economic development
2. The relationship between economic system and the environment, and the role of environmental policies
3. Smart, sustainable and inclusive growth and the circular economy
4. Eco-innovation
5. Human development and the Capability Approach

examMode

The final assessment will consist of a written test of two open questions on the subjects covered during the course for each module, for a total of four questions.

classRoomMode

Not mandatory

Teacher's Profile

courseProgram

1. Ecological questions of economic development
2. The relationship between economic system and the environment, and the role of environmental policies
3. Smart, sustainable and inclusive growth and the circular economy
4. Eco-innovation
5. Human development and the Capability Approach

examMode

The final assessment will consist of a written test of two open questions on the subjects covered during the course for each module, for a total of four questions.

classRoomMode

Not mandatory

Learning objectives


The teaching aims aThe course aims to provide students with a historical and theoretical approach to the study of development economics.
The interdisciplinary approach is maintained throughout the course.
The modules address the historical analysis of development and the study of the main development theories that have explained the processes involved in the evolution of the capitalist world economy.

Particular attention will be paid to the dynamics of development and underdevelopment that have accompanied the evolution of global capitalism, influencing the economic and social structures of the countries of the Global South.
The analysis of the relationship between theoretical evolution and historical dynamics related to the problem of economic development will be addressed by referring to concrete case studies from a global perspective.

Learning Outcomes:
- The understanding of the relevance of basic economic concepts in the contemporary age and their historicisation.
- The interpretation of the processes of interdependence and globalisation from the second half of the 18th century to the present day.
- The understanding of the main theories of development
- Providing tools for the interpretation and critique of the main economic dynamics affecting the relationship between the Global North and the Global South.

Translated with DeepL.com (free version)

Teacher's Profile

courseProgram

The course aims to provide students with an historical and theoretical approach to the study of development economics. The focus of the course will remain centred on the continuous interrelationship between the evolution of economic thought and the historical context that shaped it. The history and theory will also be accompanied by the study of specific case studies. In this sense, the course will be divided into two modules.
The first module (24hrs) will cover the historical analysis of development and the study of the main development theories that have explained the processes related to the evolution of economic systems.
The second module (12h) will focus on the investigation of two post-World War II case-studies of development: the economic development of Argentina; the economic development of Italian Mezzogiorno.
The two case studies were chosen because of their emblematic nature. The Argentine case is an excellent example of an attempt to implement import substitution industrialisation, a development strategy that marked part of the 20th century. The uniqueness of the Mezzogiorno case allows us to explore many of the issues related to the development of backward areas. Never before, as in the second half of the twentieth century, have the regions of southern Italy been at the centre of international debate and the practical implementation of various development strategies. Both the Argentine case and the case of Southern Italy also highlight the importance of economic history as a tool for addressing the development of a country and a region.

examMode

Attending students: final assessment based on an oral exam, which will take into account the level of students’ participation during lectures and the completion of any ongoing assessments (presentations or short papers) assigned by the lecturer.

Non-attending students: final assessment based solely on the oral exam.

books

Mandatory text (one of your choice):
Rist, G. (2014) The history of development: from Western origins to global faith, Paperback.
or
Srivatsan, R. (2016) History of development thought. A critical anthology, Routledge.

One text of your choice (two for non-attending students) from the following:
-Roncaglia, A. (2017). A Brief History of Economic Thought. Cambridge University Press.
-Mathias, P. (2003). Cinque lezioni di teoria e storia dello sviluppo economico. Edizioni Scientifiche Italiane.
-Katz, C. (2022). Dependency Theory after fifty years. The continuing relevance of Latin American critical thought. Haymarket Books.
-Marini, R. M. (2022) The Dialectics of dependency. Monthly Review Press.
-Podbielski, G. (1978). Twentyfive years of special action for the development of southern Italy. Giuffrè.
-Wallerstein, I. (2004). World-Systems Analysis: An Introduction. Duke University Press.
-Arrighi, G. (2009). Adam Smith in Beijing. Lineages of the twenty-first century. Verso Books.
-Conte, G. (2024). A History of capitalist transformation. A critique of liberal-capitalist reforms. Routledge.

classRoomMode

Attendance recommended but not mandatory.

bibliography

Rist, G. (2014) The history of development: from Western origins to global faith, Paperback.
Srivatsan, R. (2016) History of development thought. A critical anthology, Routledge.

-Roncaglia, A. (2017). A Brief History of Economic Thought. Cambridge University Press.
-Mathias, P. (2003). Cinque lezioni di teoria e storia dello sviluppo economico. Edizioni Scientifiche Italiane.
-Katz, C. (2022). Dependency Theory after fifty years. The continuing relevance of Latin American critical thought. Haymarket Books.
-Marini, R. M. (2022) The Dialectics of dependency. Monthly Review Press.
-Podbielski, G. (1978). Twentyfive years of special action for the development of southern Italy. Giuffrè.
-Wallerstein, I. (2004). World-Systems Analysis: An Introduction. Duke University Press.
-Arrighi, G. (2009). Adam Smith in Beijing. Lineages of the twenty-first century. Verso Books.
-Conte, G. (2024). A History of capitalist transformation. A critique of liberal-capitalist reforms. Routledge.

CHOICE GROUPSYEAR/SEMESTERCFUSSDLANGUAGE
MODULE II -6 - -
121183 - SUSTAINABILITY AND GLOBAL THREATS - 6--
121183_1 - MODULE II

TOMMASO DELL'ERA

First Year / Second Semester3SPS/03ENG
121183_2 - MODULE II

ANTOINE HARFOUCHE

First Year / Second Semester3AGR/06ENG
121184 - DIGITAL EVIDENCE AND HUMAN RIGHTS

GINA GIOIA

First Year / Second Semester 6IUS/15ENG
121185 - HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATIONS

FRANCESCO SANVITALE

First Year / Second Semester 6IUS/16ENG
MODULE II -8 - -
119160 - STAGEFirst Year / Second Semester 8eng
119159 - SUMMER TRAINING SCHOOL First Year / Second Semester 8eng
121268 - ERASMUS TRAINEESHIPFirst Year / Second Semester 8ENG
MODULE II -6 - -
119149 - MIGRATION AND INTEGRATION POLICIES IN POST-WAR EUROPE

AGNESE BERTOLOTTI

Second Year / Second Semester 6M-STO/04eng
119148 - THE PROBLEM OF CITIZENSHIP: HISTORICAL AND PHILOSOPHICAL PERSPECTIVES - 6--
119148_1 - MODULE II

ALBERTO SPINOSA

Second Year / Second Semester3IUS/19eng
119148_2 - MODULE II

BARBARA GIOVANNA BELLO

Second Year / Second Semester3IUS/20eng
119163 - BORDERS OF SOCIAL RIGHTS AND LABOUR RIGHTS IN EUROPE - 6--
119163_1 - MODULE II

MICAELA VITALETTI

Second Year / Second Semester3IUS/07eng
119163_2 - MODULE II

MICAELA VITALETTI

Second Year / Second Semester3IUS/09eng
MODULE II -12 - -
119164 - ELECTIVE COURSES Second Year / Second Semester 6eng
119158 - ELECTIVE COURSESSecond Year / Second Semester 12eng
119165 - ELECTIVE COURSESSecond Year / Second Semester 6eng
MODULE II -6 - -
119155 - ENVIRONMENTAL SECURITY: FOOD, ENERGY AND RAW MATERIALS - 6--
119155_1 - MODULE II

ANNA BETTONI

Second Year / Second Semester2IUS/03eng
119155_2 - MODULE II

DAVIT PIPOYAN

Second Year / Second Semester2ING-IND/11eng
119155_3 - MODULE II

DAVIT PIPOYAN

Second Year / Second Semester2SECS-P/13eng
119156 - CIRCULAR ECONOMY AND REGENERATIVE GROWTH - 6--
119156_1 - MODULE II

GIULIO GUARINI

Second Year / Second Semester3SECS-P/01eng
119156_2 - MODULE II

MARIAGRAZIA PROVENZANO

Second Year / Second Semester3SECS-P/13eng
119157 - ECONOMICS AND HISTORY OF DEVELOPMENT

MARCO BERTUCCIO

Second Year / Second Semester 6SECS-P/12eng