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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | González del Valle Brena, Almudena | es-ES |
dc.contributor.author | Díaz González, María Jesús | es-ES |
dc.contributor.author | Ferrari, María José | es-ES |
dc.date.accessioned | 2025-05-06T14:40:13Z | - |
dc.date.available | 2025-05-06T14:40:13Z | - |
dc.date.issued | 2025-03-01 | es_ES |
dc.identifier.uri | https://doi.org/10.4324/9781003490654-8 | es_ES |
dc.description | Capítulos en libros | es_ES |
dc.description.abstract | . | es-ES |
dc.description.abstract | The European Universities Initiative (EUI) was launched by the European Commission (EC) in October of 2018 as its most ambitious step towards establishing a European Education Area (EEA) by 2025. It responded to the conclusions of the Gothenburg Social Summit on the future of education in November 2017, which aimed to create transnational alliances of higher education institutions from across the EU that would come together in “European campuses” to “strengthen strategic and in-depth transnational collaboration for the benefit of students, teachers and society” (EU Commission, 2020:1). The project’s long-term objectives included fostering shared European values and a stronger European identity by bringing together a new generation of Europeans who can cooperate and work within different cultures, in different languages, and across borders, sectors and academic disciplines. In 2021, there are 41 alliances, amounting to 215-member universities from EU member states and 5 partnering countries (EU Commission, 2020:1). The literature on the role of higher education institutions in the establishment of a European identity aligns with the EC’s view that culture and education play a role in “building inclusive and cohesive societies” (EU Council, 2017:3). Fostering a sense of European identity and citizenship has been at the core of Erasmus and the subsequent Erasmus + programmes (EU Commission, 2021); however, studies on the achievement of these objectives show inconclusive results (Van Mol, 2018). The structure of the EUI addresses previous obstacles found in higher education cooperation to achieve further European integration (Gunn, 2020). Europeanization, as presented by Radaelli (2003: 30), refers to processes of construction, diffusion and institutionalization of formal and informal rules and ways of doing, and of “shared beliefs and norms” that are first consolidated in the making of EU public policy and politics, then incorporated in the domestic discourse and identities. Delanty (2009) advanced that Europeanization happens in the emergence of public spaces of debate where cross-fertilization of discourses leads to reshaping and transforming the national, rather than to overcoming it, thus creating the new European identity. Higher education institutions have the capability to open sites of communication in society where these discursive practices can fulfil this role (Delanty, 2001). The EUI has the potential to become the paragon of such spaces as each alliance is expected to open a discursive practice where members work together to define their identity as a European University. This chapter will explore the Europeanization potential of the EUI and its contribution to European identity by analyzing the official documents and programmatic texts such as European Council meeting Conclusions (14 December 2017), Council conclusions on moving towards a vision of a European Education Area and the EC other documents on EUI. The study will take the entry point of Delanty’s critical cosmopolitanism. Following Delanty (2009: 86-87) four dynamics must be present to demonstrate the extent of a cosmopolitan orientation. Taking that as framework, the methodology will consist of discourse analysis on the selected documents by applying, within each dynamic, indicators and categories established and tested by the researchers. The research will argue that the EUI can be a primary vehicle for the Europeanization process and contribute to the construction of European identity in the light of Delanty’s critical cosmopolitanism theoretical and methodological references. | en-GB |
dc.format.mimetype | application/pdf | es_ES |
dc.language.iso | en-GB | es_ES |
dc.publisher | Routledge (New York, Estados Unidos de América) | es_ES |
dc.rights | Creative Commons Reconocimiento-NoComercial-SinObraDerivada España | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | es_ES |
dc.source | Libro: The European Universities Initiative and the ‘Euro-internationalisation’ of European Higher Education, Página inicial: 102, Página final: 113 | es_ES |
dc.subject.other | Comunicación, impacto y transformación social | es_ES |
dc.title | Critical cosmopolitanism as a theoretical and methodological approach to the EUI | es_ES |
dc.type | info:eu-repo/semantics/bookPart | es_ES |
dc.description.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.rights.holder | es_ES | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.keywords | . | es-ES |
dc.keywords | Europeanization European Identity Higher Education Institutions (HEIs) European Universities Initiative (EUI) Critical Cosmopolitanism | en-GB |
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