Guía docente de The Europeanization Process from a Historical Political Approach (MQ1/56/1/2)

The course delves into the multifaceted landscape of the European Union, exploring its historical foundations, contemporary challenges, and future trajectories. Unit 1 provides a comprehensive overview, from the inception of the European Project to its current state, examining pivotal moments such as EU enlargement and initiatives like the White Paper on the future of Europe. Unit 2 scrutinizes the evolving dynamics within EU Member States, encompassing shifts in public opinion, party politics, and the democratization process. Through a critical lens, the syllabus navigates complex questions surrounding European identity, institutional trust, and the quest for a more unified Europe.

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• C01 Has advanced knowledge and understanding of the complex processes of European integration, Europeanisation and globalization.

• C02 Identifies the main lines of evolution of the aforementioned processes of European integration, Europeanisation and globalization.

• C03 Explains how the concepts of Europeanisation and globalization have been and can be applied to various European regions and their relations both with other regions of the world and with international organizations

• C06 Knows and is aware of his/her own rootedness in a specific discipline and academic culture. Appreciates the opportunity to become familiar with different academic ways of looking at a variety of European actors and the correlation with globalization processes.

• C07 Understands from different academic perspectives the different European actors and their correlation with the processes of globalization

UNIT 1

1.1 European Union: a general overview ¿Is there any kind of European identity? (Session 1)

1.2 The European Project: past and memories (Session 2)

1.3 History (I) (Session 3 and 4)

-Ideas of Europe (before 1945)

-The beginning

1.4 History (II) (Sessions 5 and 6)

-EU Enlargement and neighbourhood relations

1.5 Towards the future? (Sessions 7 and 8)

-White Paper on the future of Europe

-Conference on the Future of Europe

-The State of the Union

UNIT 2

2.1 EU Member States: evolution of divisions and coalitions between EU Member States (Session 9).

2.2 Public opinion and European identity (Sessions 10 and 11)

Support for the EU and trust in European institutions: from permissive consensus to constraining dissensus.

European identity: elements, evolution, and explanatory factors.

1. 3. Party politics and elections (Sessions 12 and 13)

-Party cooperation at the European level.

-Party positions towards the EU and Euroscepticism.

-European Parliament elections.

2.4 The democratization process of the European Union (Session 14)

UNIT 1: Working in groups on specific readings + Final Individual Essays

UNIT 2: Working in groups on country reports + Final Individual Country Report Presentations

Unit 1

• Sierp, A. (2020) EU Memory Politics and Europe’s Forgotten Colonial Past, Interventions, 22:6, 686-702, DOI: 10.1080/1369801X.2020.174970
• Pasture, P.  (2018) The EC/EU between the Art of Forgetting and the Palimpsest of Empire. European Review, Vol. 26, No. 3, 545–581
• Cini, M., & Pérez-Solórzano Borragán, N. (2017). Assessing the democratic credentials of the European Union. Journal of European Public Policy, 24(1), 1-20.
• Follesdal, A., & Hix, S. (2006). Why there is a democratic deficit in the EU: A response to Majone and Moravcsik. Journal of Common Market Studies, 44(3), 533-562
• Malová, D. and Dolný, B. (2008)The Eastern Enlargement of the European Union: Challenges to Democracy- Journal Human Affairs 18: 67–80

Unit 2

• Jones, E. et al (2014). The Oxford Handbook of The European Union. Oxford. / PART IV Member States (Cleavages) / Available at the university library (Political Science and Sociology Faculty: CPS/321.8 JON oxf)
• Janning, J. & Möller, A. (2019). Untapped potential: How new alliances can strengthen the EU. European Council on Foreign Relations.
• Kaina, V. & Karolewski, I. P. (2009). EU governance and European identity. Living Reviews in European Governance, 4(2)
• Hix, S. y Hoyland, B. (2023). Sistema político de la Unión Europea. 4ª Edición. McGraw Hill.
• Hobolt, S. B. & De Vries, C. E. (2016). Public support for European integration. Annual Review of Political Science, 19, 413-432.
• Calossi, E. & Cicchi, L. (2019). European Parliament political groups and European political parties: Development and relationship between two faces of the EU political system. Quaderni del circolo rosselli (QCR),
• Marks, G., Wilson, C. J. & Ray, L. (2002). National political parties and European integration. American Journal of Political Science, 585-594
• Smismans, S. (2022). Democracy and Legitimacy in the European Union. In Cini, M. & Pérez-Solórzano Borragán, N. (Eds.). European Union Politics. Oxford University Press

Unit 1

• Börzel, T. A., & Risse, T. (2003). Conceptualizing the domestic impact of Europe. In K. Featherstone & C. M. Radaelli (Eds.), The politics of Europeanization (pp. 57-82). Oxford University Press.
• Eriksen, E. O., Fossum, J. E., & Mancini, S. (Eds.). (2012). The European Union: How democratic is it?. Rowman & Littlefield Publishers.
• Featherstone, K., & Radaelli, C. M. (Eds.). (2003). The politics of Europeanization. Oxford University Press.
• Wiener, A., & Diez, T. (Eds.). (2009). European integration theory. Oxford University Press

Unit 2

• Ceka, B. & Sojka, A. (2016). Loving it but not feeling it yet? The state of European identity after the eastern enlargement. European Union Politics, 17(3), 482-503.  
• Kuhn, T. (2017). 3. European identity through European experiences? In Thorsten Beck and Geoffrey Underhill (Eds.) Quo Vadis? Identity, policy and the future of the European Union, CEPR Press, pp. 31-36
• Kopecký, P. & Mudde, C. (2002). The Two Sides of Euroscepticism: Party Positions on European Integration in East Central Europe. European Union Politics, 3(3), 297-326.
• Raines, T., Goodwin, M. & Cutts, D. (2017). The future of Europe: Comparing public and elite attitudes

European Commission: https://commission.europa.eu/index_en

European Parliament: https://www.europarl.europa.eu/portal/en

Eurobarometer: https://europa.eu/eurobarometer/

Eurostat: https://ec.europa.eu/eurostat

Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

According to the Rules of assessment and grading of the students of the University of Granada (latest modification approved by the Governing Board on 26th October 2016), the assessment of students’ academic performance will reflect public, objective and impartial criteria, and will preferably be continuous and ongoing.

Evaluation system:

Unit 1: Final Individual Essays

Unit 2: Final Individual Country Report Presentations

The evaluation system preferably consists in an ongoing evaluation. Details of the ongoing evaluation are going to be provided by the professors in the first class. The ongoing evaluation may consist of assistance, in class activities, essays and in class presentations.

Students that follow the final assessment method (evaluación única final) are going to take a final exam that represents the 100% of their final mark. The exam is going to be based on the theoretical and practical content that have been presented during the course.

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

The extraordinary assessment session if an exam that represents 100% of student’s mark. The exam is going to be based on the theoretical and practical content that have been presented during the course

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

TEACHING METHODOLOGY

• MD01. Face-to-face teaching.
• MD02. Individualized self-study, information search, consultation, and processing, problem-solving and practical case resolution, and completion of assignments and presentations.
• MD03. Individual and/or group tutoring and assessment.

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).