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In this dissertation, I analyze the idea of cultural citizenship in the participation of the Erasmus+ Program and the reality of its manifestation in German culture and society. Following Máiréad Nic Craith, cultural citizenship is defined here as a "set of practices (juridical, political, economic and cultural) that define a person as a component member of society" and has been neglected as a form of study by anthropologists (2004). Drawing from Nic Craith's definition, my notion of cultural citizenship is that it is an inherently cultural process, fluid and constantly evolving (2004). The focus for my investigation is the EU-sponsored Erasmus+ Program, created 30 years ago to develop and transfer a common sense of community and European cultural identity through study exchange throughout the EU Member States. The longstanding goal of the Erasmus+ Program is that current and former Erasmus+ students will be catalysts and members of this shared European identity. This doctoral research questions how do these European university students, who each bring their own individual notions of nationalism and cultural citizenship, experience this program in Germany? To answer this question, over the 2015-2016 academic year, I have documented the Incoming- and Outgoing- Erasmus+ students' experiences at a historic and international German university, Georg-August-Universität-Göttingen in Lower Saxony, Germany. My infield ethnography comprised of multifaceted semi-structured interviews (with the Erasmus+ students, Universität-Göttingen Erasmus+ coordinators, and EU policymakers in Brussels and Bonn), participant-observations, surveys, spontaneous conversations, and demographic data. The procedure of analysis was grounded theory, coding of interviews with qualitative data analysis software ATLAS.ti, and data triangulation. . The results show that 10 Key Themes emerged including European Identity, the Erasmus+ Experiences, European Shared Belonging, and Cultural citizenship. Through data triangulation, these students are engaged in citizenship and living this European project dream, during their Erasmus+ stay.In conclusion, this doctoral research probes deeply the larger questions of how are these students practicing citizenship in an uncertain EU and hesitant Europe and how does the German university foster a transformative notion of cultural European citizenship.

Die deutsche Wiedervereinigung von 1989/90 steht exemplarisch für grundlegende geopolitische Veränderungen im Zusammenhang eines Wechsels des gesamten Rechtsrahmens. Daneben sind die große Strafrechtsreform aus dem Jahre 1975, die Schuldrechtsreform von 2002 oder die grundlegende Neuordnung des Rechts in Bezug auf zahlungsunfähige Schuldner namhafte Beispiele eines innerstaatlichen Reformwillens von rechtsgrundsätzlicher Art. Umso mehr ist das koreanische Interesse an den deutschen Erfahrungen der letzten 25 Jahre nicht nur rein rechtshistorisch begründet, sondern insbesondere auch in dem potentiellen Fall einer koreanischen Wiedervereinigung zu sehen. Der vorliegende Band umfasst die Beiträge des vierten Symposiums der Juristischen Fakultät der Georg-August-Universität Göttingen mit der Yonsei Law School (Seoul), welches im Februar 2015 in Göttingen ausgerichtet wurde. Band 18 der Reihe Göttinger Juristische Schriften Die Reihe wird von der Juristischen Fakultät der Georg-August-Universität herausgegeben und macht Veranstaltungen an der Fakultät einer interessierten Öffentlichkeit zugänglich.

On July 7, 2005, the Faculty of Economics of the University of Göttingen awarded Nobel Prize winning economist Amartya Sen with an honorary doctorate in economics in recognition of his outstanding contributions to the fields of welfare and development economics. On the occasion of the award, Amartya Sen shared his thoughts on the economic development of India and China, with a focus on the longstanding interaction of the two societies. The lecture is complemented by a previous publication of Jean Drèze and Amartya Sen on comparative human development in India and China. This publication should greatly enrich the current debate on the economic development of India and China. Instead of viewing economic development in India and China mainly as a competitive threat, as is often done in Western media, he asks what these two large societies, comprising 40% of the world's population and more than half of the world's poor, can learn, and indeed have learnt from each other in terms of improving the lives of their citizens.