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What Does a Constitution Expect from Immigrants?

Published online by Cambridge University Press:  06 March 2019

Abstract

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It is a long-established commonplace in any debate on immigration that immigrants should integrate into their receiving society. But integrate into what precisely? Into the labor market, into the legal order, into the political system, into a national culture whatever this might comprise? The Article tries to approach the question from the legal point of view and looks for hints or clues in the constitution which might help us with the answer. For this purpose, it explores the general theory of the constitution as it has been shaped by its professional interpreters as well as by political actors, the media and the public. The main intuition is that “constitution” is not only a written document, a text with a predefined, though maybe hidden meaning; instead, it is a social practice evolving over time and thereby reflecting the shared convictions of a political community of what is just and right. Talking about constitutional expectations toward immigrants then also tells us something about ourselves: about who we are and what kind of community we want to live in. As it turns out, we may not have a very clear idea of that.

Type
Special Issue Constitutional Identity in the Age of Global Migration
Copyright
Copyright © 2017 by German Law Journal, Inc. 

References

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47 Evidence would not only include the return of religious and cultural clashes but, as well, the rise of populist movements, a growing distrust against the structures of representative democracy, a new sympathy for strong and authoritarian governments and, above all, an increasing indifference toward the “blessings of liberty,” to quote the famous term from the Virginia Constitution. See Va. Const., supra note 6.Google Scholar

48 There are, of course, impacts on other fields which can be touched only briefly here, the most important one probably being education in public schools. The link to questions of integration, however, is obvious; for it is the schools where we can reach the next generations of immigrants. But how? Goals of education normally not only comprise acquisition of knowledge but also teaching of values like mutual respect and tolerance, democratic responsibility, a sense of solidarity and so on—at the very end the basic constitutional values. And by teaching we not only mean to inform about them neutrally—that they exist and what they mean—but as well to try to evoke sympathy for them, making children and adolescents, in effect: future adults, accept and— hopefully—internalize them. But once we accept the relativist account of the constitution, with a right to reject it at its bottom, it becomes unclear how these goals can be justified and whether we can stick to them any longer: Isn't that simply wrongful or at least highly problematic indoctrination?Google Scholar

49 For the source of this phrase, see Ackerman, Bruce, Constitutional Politics/Constitutional Law, 99 Yale L. J. 453, 477 (1989) (“[T]he [American] Constitution is best understood as an historically rooted tradition of theory and practice – an evolving language of politics through which Americans have learned to talk to one another in the course of their centuries-long struggle over their national identity.”).Google Scholar

50 Which, of course, engenders a special need for justification in the light of the ideas of political liberalism. For the Israel case once again, see Orgad, supra note 2, at 85 et seq., 135 et seq. Google Scholar