Культура и национальное самосознание Европы. Практикум на английском языке

4.Portraying the Other in international relations: cases of Othering, their potential and dynamics for transformation. Ed. By Reinke de Buitrado, S. Newcastle upon Tyne, Cambridge Scholars Publishing 2012. < http://www.c-s-p.org/flyers/978-1-4438-3903-7- sample.pdf>.

5.Neumann I. Russia as a great power // Journal of International Relations and Development. 2008. № 11.

6.Qureshi E., Sells M. Introduction // The New Crusades: Constructing the Muslim Enemy / Ed. by Qureshi E., Sells M. New York, 2003.

7.Radu M. Make Love, Not War? Anti-Americanism and the Presidential Election // Foreign Policy Research Institute, October 2008 <http://www.fpri.org/enotes/200810.radu.lovewarantiamericanism.html>.

8.Калининград – шутка Сталина // Polityka, 13/05/2011. <http://www.polityka.pl/> (primary source for case study).

9.Silvestri, S. The Institutionalization of Islam in Europe: A Case Study of Italy. CES Research Publications, 2006. <www.europanet.org/pub/ Silvestri_sep05.html>.

10.Power,C. New Imams. European Governments are Trying to Create a Homegrown Muslim Establishment// Newsweek International. January 17, 2007. <http://www.msnbc.msn.com/id/ 6804109/ site/newsweek/#storyContinued>.

11.Faith, Reason and the University. Papal Address at the University of Regensburg. September 17, 2006. Translation of German

Original Issued by the Holy See <http://www.catholic.org/printer_ friendly.php?id=3650§ion=Featured+Today>.

12.Pope Stresses Respect for Muslims // The BBC News Service. 25 September 2006. <http:// news.bbc.co.uk/2/hi/europe/5376556.stm>.

Additional

1.European Muslim population. General and Islamic sources. (year of 2005). http://www.islamicpopulation.com/ europe_islam.html.

2.MacMaster N. Islamophobia in France and the “Algerian Problem” // The New Crusades: Constructing the Muslim Enemy / Ed. by Qureshi E., Sells M. Columbia University Press, New York. 2003.

3.Bellien, P. In Bed with Islamists // The Washington Times. April 11, 2007. (http://www.washingtontimes.com/op-ed/ 20070410- 100624-4394r.htm).

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4.Johnson, J. Carreyrou. As Muslims Call Europe Home, Isolation Takes Root // The Wall Street Journal, July 11, 2005 <http://www.post-gazette.com/pg/05192/536250.stm>.

5.Springbord, R. Political Islam and Europe. Views from the Arab Mediterranean States and Turkey. CEPS Working document n. 264, April 2007 (www.shop.ceps.be/BookDetail.php?item_id=1488.

6.Muslims in Europe: Country Guide. BBC Information Office.

Statistics according to state statistics sources (year of 2005). <http://news.bbc.co.uk/2/hi/europe/4385768.stm >.

Internet resources

1.http://www.bbc.co.uk/news/ – BBC news online.

2.http://www.economist.com/ – The Economist.

3.dailymail.co.uk/news/ – The Daily Mail.

4.http://www.guardian.co.uk/world/ – The Manchester Guardian

5.http://wwwhttp://query.nytimes.com/search/query?srchst=nyt& &srcht=a&srchr=n – archive of New York Times articles from 1851 till present day.

PRACTICAL # 6. European identity building process

Objective: to develop the ability to apply concepts, theories, and methodologies from political science, history, social and cultural studies; to mould the skill to evaluate different forms of evidence and political, historical and sociological arguments.

Organizational structure of the class: group discussion

Topics for discussion

1.European identity project: myth or reality?

2.Pan-Europeans and eurosceptics on EU identity project.

3.EU official policy on the issue. “Declaration on European identity”.

4.European identity crises in the early XXI century. Debates on the future of Europe.

Learning strategies

This practical builds on the themes developed in the previous ones, examining some issues in more depth. The practical will also provide

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opportunities to focus on topics related to but distinct from those covered in the lectures. In particular, the students will have opportunities to make links between the modules being covered both in the lectures and practicals.

The first problem to reflect on is European identity project (question #1). The question is: why does the EU need a strong identity? In other words, why does the EU need citizens who strongly identify with the EU? Analyze each of four reasons for it, which has been formulated by researchers:

1.The EU depends on the commitment of its citizens. They are called to vote in referenda and elections. They have to abide by EU laws and rules based on majority decisions which were not approved by their own countries.

2.Identification is also a question of legitimacy. Can the European Parliament be called legitimate when voters vote in their deputies on the basis of national issues which are not dealt with in the European Parliament?

3.The referenda in France, Netherlands and Ireland on the Constitutional and the Lisbon Treaties, when the voters said “no”, showed that EU integration can only be further developed if the EU has the support of the people. Lack of identification is translated into political action by voting.

4.A strong European identity can be an antidote against nationalist feelings. Somebody who regards himself a European can hardly become a nationalist.

Another facet of the problem is sources of European identity building. The most important sources of identity for national states are: territory, history, culture, people, institutions and theirs leaders, citizenship and symbols. Are these sources applicable to European identity building? To which extent can the EU draw on the same sources like national states for its identity building?

To sum up discussion of question #1, reflect on the question of the relationship between European and national identities. Why do the French and the British tend to perceive European identity as a threat to their national identity while Italians and Germans see European integration as a means to enhance their national identity?

Question #2 deals with two predominant conceptions and experiences of European identity: “pan-Europeans” and “eurosceptics”

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ones. In the centre of the discussion is the question of possibility of European identity. “Anti-Europeans”, or “eurosceptics” have serious doubts whether Europe will be able to generate European identity. Study and analyze their arguments:

1.Europe is a multilingual community. It will stay so for the foreseeable future. Linguistic diversity is a serious obstacle.

2.There are no common European popular myths and symbols, and historical memories and traditions.

Study and analyze arguments of “pan-Europeans”:

1.The idea of Europe has a long intellectual history. There have been strong visions of European unity and identity before anybody could think of the EU.

2.There is a number of specifically European characteristics,

qualities and experiences. The first is linguistic. The vast majority of the languages of Europe belong to the Indo-European family. A second area is geography. Some scholars and politicians maintain the idea of a “European home” from the Urals to the Atlantic. The third area of specifically European characteristics, qualities and experiences is religion. There is a clear sense, going back to the Crusades, in which Europeans see themselves as not Muslims or as not-Jews. The fourth area of specifically European characteristics is sense of the outsider. The stereotyped non-European is the non-white immigrant Muslim or the indigenous Roma or Jew. These three “others” represent the classic scapegoats against which national, and now European identity is constructed. The 5-th area of specifically European characteristics is common descent, common historical heritage.

Reflect on the question: What are these partially shared traditions and heritages of Europeans? Think of traditions like Roman law, political democracy, parliamentary institutions, Christian ethics, humanism, rationalism, empiricism, romanticism and classicism.

Summarize and assess arguments of both sides and express your own opinion on the matter.

Question #3 on the EU official policy on the European identity issue should be reviewed in historical context. Students must read the key document on the issue, namely “Declaration on European identity” (Copenhagen, 14 December, 1973), and be ready to interpret its message. It is necessary to elicit the components of European identity from the text of the Declaration. Besides the Declaration, students are

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supposed to analyze EU policies towards creation of the foundations of European identity. The creation of EU symbols: anthem, flag and Europe Day, the launch of EU mobility and exchange programs, EURO and European citizenship are just a few to mention. Think over the questions: Why is identity formation for the EU more difficult than for national states? How can values contribute to identity shaping?

To round up the discussion, it’s necessary to debate European identity crises in the early XXI century (question #4). The current Eurozone economic crisis is the most prominent Europe-wide topic. On the one hand, it prompted strong defense of European values, principles and dedication to the European project. On the other hand, it has lead to escalation of populist nationalistic rhetoric. It has put European values into an open debate. As a scholar (Risse-Kappen) pointed out: ‘identities ‘do not float freely’; ‘they become salient (in particular historical moments, especially in times of crisis’. The ongoing economic crisis constitutes such moment of identity manifestation.

The starting point for discussion of question #4 is theoretical aspect of identity issue. Bear in mind that there is possibility of two national identities:

one with a positive content, and the other one with a negative content. A positive European identity implies loyalty and solidarity with the European project.

A negative one implies a common disillusionment with Europe, low loyalty and low solidarity with the European project.

The current crisis has revealed a negative European identity, which is a relatively new phenomenon. Analyze its manifestations below:

–Pro-European governments crumble over European issues. These are governments in Portugal, Latvia, Slovenia, Slovakia, Greece & Italy;

–Diminishing support of European Union membership among the general population (data provided by European Commission Eurobarometer);

–Rising euroskepticism;

–Popularity of openly anti-EU populist parties (The True Finns of Finland, Party for Freedom of Netherlands, etc.).

–An idea of referendum on remaining in the EU, which was proposed by the British Conservative Party in October 2011.

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– Frequent demonstrations against EU measures. Many demonstrations turned into riots in the streets of Madrid, Lisbon & Athens.

Summarize your ideas answering the question: to which extend does the crisis affect European identity building process? Try to express and substantiate your own position in the debates on the future of Europe.

Assignments for control and development of competences

1.Give the definition of European identity and characterize its components.

2.Explain positive and negative content of European identity.

3.Name major right-wing parties in European countries.

4.Explain the reasons for rising popularity of right-wing parties in European countries.

5.Reflect on the issue: why does the EU need a strong identity?

6.Why were European symbols taken away from the Constitutional Treaty?

7.Why do the French and the British tend to perceive European identity as a threat to their national identity while Italians and Germans see European integration as a means to enhance their national identity?

8.Why is identity formation for the EU more difficult than for national states?

9.How can values contribute to identity shaping?

10.Reflect on the issue: to which extent does European identity either co-exist or compete with national identities?

11.Some scholars and public figures think that identity formation for the EU is more difficult than for national states. Express your opinion on the matter.

12.Some researchers (Laffan, Mikkeli) are doubtful about European identity project. They say that for everybody European identity is only thinkable besides national and other identities. It is highly unlikely that a European identity could affect significantly national identities in the foreseeable future. Do you agree? Give your reasons.

13.Look at the input on the issue of European citizenship and answer the question below.

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Should the EU invest resources in the promotion of European citizenship?

Yes because...

European citizenship is beneficial to the people of Europe and so the EU should endeavour to promote it: if the EU wishes to represent the people of Europe, it should act in the interests of these people where possible. The idea of EU citizenship contributes to bringing the peoples of Europe closer together. This not only benefits the process of European integration, but helps to ensure peace and understanding across the continent. Despite a history of conflict, Europeans share many values and a large amount of cultural history, and it is good to celebrate this. Furthermore, the principle of European citizenship encourages people to move around the EU to study or find work and to integrate more easily when they do so: if people feel less like outsiders, they are more likely to become more involved in the life of their local communities.

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Estonia and Portugal, for example, differ radically. Unless people can identify with each other, ‘European citizenship’ is unlikely to bring them closer together.

Which point of view do you agree with? Corroborate your opinion. 14. Look at the input on sources of European identity building and

answer the question below:

The EU can draw on the same sources like national states for its identity building

Which point of view do you agree with? Corroborate your opinion.

15.Prepare an essay on the topic: Europe in the 21st century - superpower in the making or system on the verge of breakdown?

16.Look at the input on the Eurozone crisis and its impact on European identity:

The ongoing Eurozone crisis has laid bare the fragile foundations of political and social integration. Despite the flowery declarations by political elites, European public is not a ‘community of fate’. European project is endorsed more by elites than the general population. Do you agree with this opinion? Write an essay.

Requirements for submission of an essay:

An essay has clearly stated objectives and is planned carefully. The structure of the paper work has all the necessary elements. They are the following: 1. Introduction (Objectives of the essay, analysis of

primary sources and research works of scholars). 2. Main part (a statement, supportive arguments “for” and “against”, the author’s personal point of view). 3. Conclusion. An excellent essay has clear statements and several supporting arguments presented in a logically coherent order. Conclusions logically follow arguments. The essay must be written according to the requirements: the paper should not exceed 4-5 pages. It should be typed in a readable font such as 12or 14-point Times Roman or Arial. Cover sheet or title page should include the following information: name, class number, instructor’s name, date and the title of the essay. The paper must include footnotes either on each page or at the end of the main text.

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