Teaching Europeans how to be Europeans

In: Journal of language and politics, Volume 8, Issue 2, p. 167-194

Abstract

In this article, the author explores how the question of Europe has been established on the domestic scene. The article focuses on referenda on EU-related issues held in three EU member states, ranging from Ireland in 2001, to Sweden in 2003, and finally France in 2005. In all three cases, the national populations voted against the will of a majority of their representatives, and chose not to follow the defined EU agenda towards greater integration. The study includes analyses of the national news reporting in the three cases as well as responses from Brussels. The author infers that the three No-votes, in the perspective of the political elites, were interpreted as incentives to further the integration process, spelling out a message of that Europeans want Europe, even if some people (i.e. the No-voting majorities) were considered yet to learn what it means to be, act and think as Europeans in Europe. Adapted from the source document.