L'UE du Vingt-et-Unième Siècle La fin des idéaux fédéralistes des Pères fondateurs?
In: French politics, culture and society, Band 29, Heft 2
ISSN: 1558-5271
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In: French politics, culture and society, Band 29, Heft 2
ISSN: 1558-5271
In: Canadian journal of sociology: CJS = Cahiers canadiens de sociologie, Band 34, Heft 1, S. 267-270
ISSN: 1710-1123
In: World political science, Band 3, Heft 1
ISSN: 2363-4782, 1935-6226
Decision makers do not act in a policy vacuum. As they develop their programs, they are aware of and influenced by available historical examples. If we look closely at the European Commission's education policy (measures as well as discourses), we notice the existence of similarities in the strategies that it deploys in this field and dynamics deployed much earlier by states engaged in nation building (that is, the redefinition of peoples' spatial representation of their community of belonging; the creation of a framework of shared values; and the process of "detemporalization-naturalization").This observation leads us to believe that if the European Commission decided to become involved in the field of education at an early stage in the integration process, it was not only—as most people believe—to ensure an effective implementation of the Common Market in 1957 or the Single Market in 1987. Rather, through its education policy, the Commission also hoped to create and foster an EU identity that the founding fathers and subsequent "Europeans" considered necessary for achieving their goals of creating "an ever closer union."
In: World Political Science Review, Band 3, Heft 1
Decision makers do not act in a policy vacuum. As they develop their programs, they are aware of and influenced by available historical examples. If we look closely at the European Commission's education policy (measures as well as discourses), we notice the existence of similarities in the strategies that it deploys in this field and dynamics deployed much earlier by states engaged in nation building (that is, the redefinition of peoples' spatial representation of their community of belonging; the creation of a framework of shared values; and the process of "detemporalization-naturalization"). This observation leads us to believe that if the European Commission decided to become involved in the field of education at an early stage in the integration process, it was not only -- as most people believe -- to ensure an effective implementation of the Common Market in 1957 or the Single Market in 1987. Rather, through its education policy, the Commission also hoped to create and foster an EU identity that the founding fathers and subsequent "Europeans" considered necessary for achieving their goals of creating "an ever closer union.". Adapted from the source document.
In: Canadian journal of political science: CJPS = Revue canadienne de science politique, Band 38, Heft 3
ISSN: 1744-9324
In: Canadian journal of political science: CJPS = Revue canadienne de science politique : RCSP, Band 38, Heft 3, S. 627-652
ISSN: 0008-4239
In: Canadian journal of political science: CJPS = Revue canadienne de science politique, Band 32, Heft 4, S. 798-800
ISSN: 1744-9324
In: Canadian journal of political science: CJPS = Revue canadienne de science politique, Band 31, Heft 3, S. 581-584
ISSN: 1744-9324
In: Canadian journal of political science: CJPS = Revue canadienne de science politique, Band 30, Heft 2, S. 387-390
ISSN: 1744-9324
In: French politics, culture and society, Band 29, Heft 2, S. 1-3
ISSN: 1558-5271