n 1998, the Master’s programme Euroculture started with the aim to offer, amid the many existing programmes that focused on European institutional develop- ments,I a European studies curriculum that puts the interplay of culture, society and politics in Europe at the heart of the curriculum. Among other topics, the programme focused on how Europe and European integration could be contextu- Studies in Euroculture, Volume 5 alised and what these concepts meant to European citizens. In June 2018, Euro- 5 culture celebrated its twentieth anniversary with a conference to discuss not only the changes within the MA Euroculture itself, but also to reflect upon the changes European Studies and Europe: in the field of European studies over the last two decades writ large. This volume brings together the main findings of this conference. Twenty Years of Euroculture Since its start, Euroculture has engaged with European studies by providing a space for cooperation between more mainstream-oriented research on the one hand and a variety of sociological, historiographical, post-structuralist, and post-colonial perspectives on Europe on the other. This has enabled Euroculture to contextu- Edited by alise the emergence and development of European institutions historically and in Janny de Jong, Marek Neuman, relation to broader socio-political and cultural processes. Its methodology, that treats theoretical and analytical work, classroom teaching and engaged practice Senka Neuman Stanivuković and as integral parts of critical inquiry, has significantly contributed to its ability to Margriet van der Waal continuously enhance scholarly discussions. The volume is divided into two parts, which are intrinsically linked. The first part contains reflections on the field of European studies and on concepts, analytical perspectives and methodologies that have emerged through interdisciplinary dia- logues in Euroculture/European studies. The second part contains contributions that reflect upon the Euroculture programme itself, discussing both changes and continuities in the curriculum and didactic methods, outlining possible venues for further developing the educational and research programme that is firmly embed- ded in a network of partners that have been closely cooperating over a span of no less than two decades. Janny de Jong, Marek Neuman, Senka Neuman Stanivuković, Margriet von der European Waal (Eds.) Euroculture of Studies and Years Europe: Twenty ISBN: 978-3-86395-431-4 Universitätsverlag Göttingen Universitätsverlag Göttingen ISSN: 2196-3851 Janny de Jong, Marek Neuman, Senka Neuman Stanivuković, Margriet van der Waal (Eds.) European Studies and Europe: Twenty Years of Euroculture This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Published in 2020 by Universitätsverlag Göttingen as Volume 5 in the series “Studies in Euroculture” European Studies and Europe: Twenty Years of Euroculture Edited by Janny de Jong Marek Neuman Senka Neuman Stanivuković and Margriet van der Waal Studies in Euroculture Volume 5 Universitätsverlag Göttingen 2020 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de „Studies in Euroculture“ Series Editors Prof. Dr. Dr. h.c. mult. Martin Tamcke, Georg-August-Universität Göttingen; Prof. Dr. Janny de Jong, Rijksuniversiteit Groningen; Dr. Lars Klein, Georg-August-Universität Göttingen; Prof. Dr. Margriet van der Waal, Rijksuniversiteit Groningen Editors of Volume 5 Prof. Dr. Janny de Jong, Rijksuniversiteit Groningen Prof. Dr. Marek Neuman, Rijksuniversiteit Groningen Prof. Dr. Senka Neuman Stanivuković, Rijksuniversiteit Groningen Prof. Dr. Margriet van der Waal, Rijksuniversiteit Groningen This work is protected by German Intellectual Property Right Law. It is also available as an Open Access version through the publisher’s homepage and the Göttingen University Catalogue (GUK) at the Göttingen State and University Library (http://www.sub.uni-goettingen.de). The license terms of the online version apply. Set and layout: Lars Klein and Margriet van der Waal Cover design: Jutta Pabst Cover picture: https://www.istockphoto.com/de/foto/triangular-abstract-background- gm624878906-109926275 © 2020 Universitätsverlag Göttingen https://univerlag.uni-goettingen.de ISBN: 978-3-86395-431-4 DOI: https://doi.org/10.17875/gup2019-1225 eISSN: 2512-7101 Table of Contents Introduction: Twenty Years of European Studies and of Euroculture 7 Janny de Jong, Marek Neuman, Senka Neuman Stanivuković and Margriet van der Waal Part One: Reflecting upon the Field of European Studies over the Last Twenty Years Europe: The Familiar Stranger 17 Daniela Vicherat Mattar Where is the Culture in European Studies Research and Teaching? An Analysis of Publications and Study Programmes 35 Simon Fink, Lisa Gutt, Lars Klein, Maryam Nobakht, Moritz Nuszpl and Marc Arwed Rutke Transformations and Modulations of Spanish, Basque, and Catalan Nationalism in the Last Two Decades 57 María Pilar Rodríguez and Rogelio Fernández “No Borders, No Nations” or “Fortress Europe”? How European Citizens Remake European Borders 77 Sabine Volk Attitudes towards Fraud in Europe: Are European Values Converging? 93 Edurne Bartolomé and Lluís Coromina Towards a Creative Society: European versus American Approaches 115 Iryna Matsevich-Dukhan Part Two: Reflecting upon the MA programme Euroculture over the Last Twenty Years Euroculture: A Response to an Identified Need 143 Robert Wagenaar The Idea of Europe… Teaching Cultural History for Almost Twenty Years 163 Janny de Jong and Ine Megens Teaching European Studies in Times of Complexity: The Case of Euroculture 177 Marek Neuman and Senka Neuman Stanivuković The Politics of CARE. On the Future of (Euroculture) Classrooms 191 Luc Ampleman and Aeddan Shaw Teaching Beyond the Classroom: Towards a Sustainable Euroculture Research Collaborative 209 Elizabeth M. Goering Acknowledgements 222 Contributors 223 Introduction: Twenty Years of European Studies and of Euroculture Janny de Jong, Marek Neuman, Senka Neuman Stanivuković and Margriet van der Waal 1 Introduction In 1998, the Master’s programme Euroculture started with the aim to offer, amid the many existing programmes that focused on European institutional develop- ments, a European studies curriculum that put the interplay of culture, society and politics in Europe at the heart of the matter. How could Europe and European integration be contextualised and what did these concepts mean to European citi- zens? In hindsight, what is perhaps most remarkable is the optimism with which the programme was conceived, and which reflected the spirit of the time. The end of the Cold War, the fall of the Berlin Wall, the downfall of communist regimes in Central and Eastern Europe, all triggered hope, next to creating expectations that European collaboration in politics, economics, social and cultural matters would only intensify from now on. Such hopes and expectations were also reflected in developments in the Higher Education sphere as part of a broader re-orientation of the European project towards the citizen. The Bologna Declaration of 19 June 1999 that kick-started the so-called Bologna process, explicitly mentions European citizenship and the competences that were seen as necessary to create such a citi- zen: 8 De Jong et al. ‘A Europe of Knowledge is now widely recognised as an irreplaceable factor for social and human growth and as an indispensable component to consoli- date and enrich the European citizenship, capable of giving its citizens the necessary competences to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cul- tural space.’1 Euroculture fitted and continues to fit very well with the aims that were expressed in this document with regard to curricular development, mobility and integrated programmes of study, training and research. Yet, over the past two decades, some – at times modest – changes occurred to both the academic field of European studies and the Euroculture MA programme. Scholarly preoccupation with questions related to why and how European institu- tions emerge and endure – often framed as a debate between the intergovernmen- talist focus on state interests and neofunctionalist emphasis of private and sector interest – has partially side-lined broader socio-political, historical and cultural contexts in which the integration process unfolds.2 This had two key consequences for the development of European studies. First, the field was often conflated with narrower attempts to theorise and empirically address the process and outcomes of EU integration. Put simply, European studies were reduced to EU studies. Second, but related, dissenting and critical voices that challenge the established positions about the nature of European integration were marginalised and diffused across many colloquial debates.3 Accordingly, the implicit consensus on the conceptual (Europe as EU institutions) and analytical (in-between of IR and political science) boundaries of European studies contributed to its normalisation as a “proper field.” At the same time, this came at the expense of theoretical and methodologi- cal pluralism in general and inderdisciplinarity in particular. Mainstream scholar- ship either remained untouched by or appeared late to many of the trending dis-