Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/230088
Authors: 
Rohde‐Liebenau, Judith
Year of Publication: 
2020
Citation: 
[Journal:] JCMS: Journal of Common Market Studies [ISSN:] 1468-5965 [Volume:] [Issue:] [Pages:] n/a-n/a
Abstract: 
Citizens' identification with Europe could consolidate European integration. European Schools, created for children of EU officials, should mirror the EU's vision of citizens of member states united in (national) diversity. Instead, this study reveals that European School students construct an explicitly European in‐group and deviate from EU visions by differentiating themselves from a more national and less mobile lifestyle. The article draws on qualitative content analysis of in‐depth and focus group interviews with teachers and 101 students in European Schools in Germany, Luxembourg and England. This elucidates the relationship between European schooling and this peculiar but ultimately European identity. In a dual mechanism, by ‘doing Europe’, students actively nourish a transnational social network in school; by ‘telling Europe’, students are more passively exposed to European and diverse national narratives. Both the analysis of how their European identity emerges and descriptive underpinnings show the complexity of European identity construction even under most favourable conditions.
Subjects: 
European identity
European Schools
in‐group/out‐group
causal mechanism
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by/4.0/
Document Type: 
Article
Document Version: 
Published Version

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