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Despite enacting numerous legislations, policies and practices accommodating third country nationals, Europe continues to erect a fortress against foreigners. The recent migration crisis on the shores of the Mediterranean seem to validate this view. As Europe searches for optimal solutions to the migration crisis, recent media and humanitarian organisation reports of surging African and Middle Eastern refugees and migrants bring into sharp focus and test these immigration measures. For this cause, the purpose of this paper is to interrogate European Union (EU)-Africa relationships on international migration issues.

Located in the evolving field of border studies, the paper employs the concepts of displacement and humanitarianism in an effort to frame the EU-Africa relations on migration in the context of borders, boundaries and frontiers. A thorough review and critical analysis of relevant legislations, literature and media reports on the Africa-Europe migration interface is also conducted.

The militarisation, securitisation, restrictive and, sometimes, draconian immigration regimes do not provide sustainable solutions to the migration crisis facing Europe. A rethinking around the integration and inclusion of immigrants into Europe's socioeconomic fabric, and addressing fundamental and structural weaknesses in EU-Africa relationships and respective economies is essential.

Theoretically, the paper attempts to understand better, the way the EU and Africa engage each other on international migration issues, in the context of border studies. Empirically, the paper positions itself in policy engagements and the quest for practical solutions by the two continents in view of the migration crisis currently facing Europe.

The objective of this chapter is to advocate a relevant and balanced curriculum of European Studies as a discipline that African and European teachers and learners can embrace. This will be achieved through critical documentary analysis of existing curricula on the subject as well as critique of relevant literature. Europe and Africa are the two most contiguous continents that share centuries of relations. Despite the existence of many forms of diplomatic relations, knowledge flows and exchange between the continents have been very minimal at best and apparently unidirectional. The troubled history of relations between the two continents continue to affect way knowledge production and curricular are defined. The gap in knowledge fosters mutual suspicion, distrust, and lack of cooperation. European Studies as a distinct academic discipline has recently made its way in the teaching and learning curricula of universities and research centers around the world. Some institutions in Africa are also introducing European Studies. A key aspect of European Studies vis-á-vis Africa is the content and quality of curriculum. The turn in discourses on decolonization and race relations in the world of the early twenty-first century makes this period a unique opportunity for the review of European Studies curricula in Europe and Africa. The authors find that deepening Euro-African relations will require a new curriculum that would reflect changes that have taken place over the years in Africa.

“Teaching the European Union” is a term as elusive as the notions of “EU Studies” or “European Studies,” both discussed and debated by generations of scholars and practitioners. The case of the EU, and of the art of teaching EU-related content, is one of the most striking examples, where the emphasis on values and principles cannot be passed by indifferently. What is being taught and how it is being taught have a direct impact on the trajectory of the European integration process today and in the years to come. The objective of this introductory chapter is to offer a brief insight into the book’s context and the book’s relevance. Against this backdrop this volume’s content is outlined. A few points for the readers to consider follow.