This book addresses the recent impact of the ‘knowledge-based economy’ as an economic ‘imaginary’ and as a set of real economic developments on education, and especially higher education in Europe, including educational strategies and policies such as those of the Bologna process on a European scale.
This book is the first to systematically introduce and apply a social constructivist perspective to the study of European integration. Social constructivism is carefully located in terms of its philosophical and methodological origins. The wider debates and contribution of constructivist approaches to international relations are reviewed, and the insights that might then be afforded to European studies fully explored. Highlights include: new theoretical contributions to the debate by Ernst B. Haas, Andrew Moravcsik and Steve Smith; research on key aspects of European integration and EU governance applying a variety of constructivist approaches. The Social Construction of Europe provides new and important in
Focusing on experts in technology and science, Building Europe on Expertise delivers a new reading of European history. The authors show that modern Europe was built by experts using their unique knowledge to shape societies, set political agendas, and establish collaborations which proved decisive in integrating the continent. The Making Europe series was awarded the Freeman Award by the European Association for the Study of Science and Technology (EASST) in 2014, in recognition of its significant contribution to the interaction of science and technology studies with the study of innovation.
The Routledge Handbook on the European Neighbourhood Policy provides a comprehensive overview of the EU’s most important foreign policy instrument, provided by leading experts in the field. Coherently structured and adopting a multidisciplinary approach, this handbook covers the most important themes, developments and dynamics in the EU’s neighbourhood policy framework through a series of cutting-edge contributions. With chapters from a substantial number of scholars who have been influential in shaping the study of the ENP, this handbook serves to encourage debates which will hopefully produce more conceptual as well as neighbourhood-specific perspectives leading to enriching future studies on the EU’s policies towards its neighbourhood. It will be a key reference point both for advanced-level students, scholars and professionals developing knowledge in the fields of EU/European Studies, European Foreign Policy Analysis, Area studies, EU law, and more broadly in political economy, political science, comparative politics and international relations.
In theory, the EU’s ‘Gender Mainstreaming’ policy should mark it out as a trail-blazer in gender equality, but gender equality activists in Europe confront a knotty problem; most civil servants and policy makers can’t understand how to ‘mainstream’ gender. Making Gender Equality Happen argues that we should take this problem seriously. In this book Cavaghan uncovers the social processes that make gender appear irrelevant to so many policy makers using a new method, gender knowledge contestation analysis. Building on this new perspective Cavaghan identifies: barriers to effective gender mainstreaming; mechanisms of resistance to gender mainstreaming; and the steps towards positive change, which gender mainstreaming can yield, even when results stop short of ‘transformation’. These findings present fresh perspectives for policy makers and activists aiming to make gender equality happen. Cavaghan’s new method also opens fresh avenues in feminist EU studies, which are particularly relevant in the wake of the financial crisis, as the EU seems to be stepping away from its commitments to gender equality.
This book analyses the transformation of European Education Policy from 1973 to 2020. In doing so, it offers a unique insight into the changes of European education from a predominantly national concern to a supranational policy framework, driven by an economic discourse concerning productivity and employability. The book shows that the idea of the “Europe of Knowledge” did not originate in the Lisbon Strategy of 2000, but rather was the result of a gradual development that started in the mid-1980s. This begun with the establishment of a specific problem definition of education as a solution for Europe’s lack of competitiveness, a definition that was incrementally constructed by the European Commission and the European business community. Highlighting significant and unexplored questions such as the role of European transnational business in education and the role of the “problem entrepreneur” in defining policy issues, this book will provide a comprehensive perspective on European Education Policy that will be of interest to all students of European Politics, Education Policy, and Public Policy.
In this book Peter Burke adopts a socio-cultural approach toexamine the changes in the organization of knowledge in Europe fromthe invention of printing to the publication of the FrenchEncyclopédie. The book opens with an assessment of different sociologies ofknowledge from Mannheim to Foucault and beyond, and goes on todiscuss intellectuals as a social group and the social institutions(especially universities and academies) which encouraged ordiscouraged intellectual innovation. Then, in a series of separatechapters, Burke explores the geography, anthropology, politics andeconomics of knowledge, focusing on the role of cities, academies,states and markets in the process of gathering, classifying,spreading and sometimes concealing information. The final chaptersdeal with knowledge from the point of view of the individualreader, listener, viewer or consumer, including the problem of thereliability of knowledge discussed so vigorously in the seventeenthcentury. One of the most original features of this book is its discussionof knowledges in the plural. It centres on printed knowledge,especially academic knowledge, but it treats the history of theknowledge 'explosion' which followed the invention of printing andthe discovery of the world beyond Europe as a process of exchangeor negotiation between different knowledges, such as male andfemale, theoretical and practical, high-status and low-status, andEuropean and non-European. Although written primarily as a contribution to social orsocio-cultural history, this book will also be of interest tohistorians of science, sociologists, anthropologists, geographersand others in another age of information explosion.
The law and politics of European integration have been inseparable since the 1960s, when the European Court of Justice rendered a set of foundational decisions that gradually served to 'constitutionalize' the Treaty of Rome. In this book, Alec Stone Sweet, one of the world's foremost social scientists and legal scholars, blends deductive theory, quantitative analysis of aggregate data, and qualitative case studies to explain the dynamics of European integration and institutional change in the EU since 1959. He shows that the activities of market actors, lobbyists, legislators, litigators, and judges became connected to one another in various ways, giving the EU its fundamentally expansionary character. He then assesses the impact of Europe's unique legal system on the evolution of supranational governance, tracing outcomes in three policy domains: free movement of goods, sex equality, and environmental protection. The book integrates diverse themes, including: the testing of hypotheses derived from regional integration theory; the 'judicialization' of legislative processes; the path dependence of precedent and legal argumentation; the triumph of the 'rights revolution' in the EU; delegation, agency, and trusteeship; balancing as a technique of judicial rulemaking and governance; and why national administration and justice have been steadily 'Europeanized'. Written for a broad audience, the book is also recommended for use in graduate and advanced undergraduate courses in law and the social sciences.