主题目录
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Welcome to...
the course room of the EC2U-Online Course "Discourses in Europe" (winter semester 2025/2026).
Here you will find general and current information about the course as well as accompanying material and documentation.Timetable:
▪ Monday, 11-13 CET (France, Germany, Italy, Spain), 10-12 WET (Portugal), 12-14 EET (Finland, Romania), cum tempore
▪ Thursday, 15-17 CET (France, Germany, Italy, Spain), 14-16 WET (Portugal), 16-18 EET (Finland, Romania), cum tempore
Please notice that the course follows the academic quarter (cum tempore) practice, meaning that a session will not start punctually on the hour but 15 minutes later.
Access Information Virtual Classroom:
Please note: For technical and organizations reasons, every lecturer will provide their own video conference rooms. You will find the access information directly in the respective "session" or/and they will be sent to you via e-mail in advance.Language:
- English
- Presentation
of work/evaluation in English, Spanish, Portuguese, French, Italian, German,
Romanian
Attendance:
- Compulsory
- 20 session minimum
ECTS:
- 10
Contact Person at Each University:
- Pavia: ELISABETTA JEZEK (course coordination), e-mail: jezek@unipv.it
- Coimbra: CLARA KEATING , e-mail: maria.keating@fl.uc.pt
- Iași: NICOLETA POPA, e-mail: nicoleta.laura.popa@uaic.ro
- Jena: THOMAS SCHMIDTGALL, e-mail: thomas.schmidtgall@uni-jena.de
- Poitiers: FREIDERIKOS VALETOPOULOS; e-mail: freiderikos.valetopoulos@univ-poitiers.fr
- Salamanca: LYDIA URIARTE ARREBA, e-mail: lyddiauriarte@usal.es
- Turku: MIKKO KUKKONEN, e-mail: mikko.a.kukkonen@utu.fi
- Linz: ANDREA STEINER-CARDELL, e-mail: andrea.steiner-cardell@jku.at
Content:
This internationally oriented online course will take a closer look at various multidisciplinary approaches to the analysis of discourses in Europe. Drawing especially on linguistic, literary and cultural studies approaches, we will obtain an overview of different perspectives on European Culture and Society with the aim of developing a holistic understanding of discourses in Europe. Different sessions will also include methods of analysis that allow the interpretation of cultural elements and texts on Europe and cover theoretical and practical knowledge for the contrastive and comparative research into European languages, literatures, cultures and societies.
Learning Objectives:
Students will...- acquire the ability to locate and manage specialised bibliographic sources on contact linguistics, comparative literatures, societies in contact, interculturality, intertextuality and intercultural communication, knowing how to locate and manage on- and offline documentary collections and applying information and communication technologies to the field of specialised philological research.
- acquire advanced theoretical and practical knowledge of intercultural communication.
- develop the ability to apply the appropriate scientific methodology to cover the different types of linguistic, literary, cultural and European society studies.
- acquire advanced theoretical and practical knowledge of the different situations of contact between European languages, literatures and cultures, also using information technology mechanisms for this purpose.
- acquire advanced theoretical and practical knowledge of the different contact situations between European societies, also using information technology mechanisms for this purpose.
- be provided with an in-depth knowledge of the cultural elements of European nations and develop their capacity for intercultural analysis, enabling them to acquire the intercultural competences necessary to work in international and multilingual environments and self-analysis in professional situations in order to improve their practice.
- acquire theoretical and practical knowledge that will enable the study of heritage languages and cultures to be incorporated into contrastive and comparative research into European languages, literatures, cultures and societies.
- acquire the necessary skills to carry out original research work in one of the philological fields covered by the Master's degree.
Completion Requirements:
- Attendance required in at least 20 sessions
- Active participation
- Final paper of 10 pages
How to Use This Course Room...
- This course room accompanies the online course "Discourses in Europe". It is divided in 26 sections. Each section corresponds to a session. Each section provides you with all the relevant information for each session such as the description of the content, literature or learning material.
- Every lecturer/university will manage their own sessions. The content will only be visible for you as a student when the respective lecturer/university opens the session. This might differ from session to session.
- In the general Forum which we invite you to consult on a regular bases, you will find the latest news or updates about the course.
- For general information regarding the course, please contact the local contact person of your home university.
- For any questions regarding a specific session, please consult the local contact person of the respective university (see above) or the respective lecturer (see above).
- For questions regarding grading or evaluation, please contact the local contact person of your home university.
- English
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Link to Virtual Classrooms
Please note: For technical and organizations reasons, every lecturer will provide their own video conference rooms. You will find the access information directly in the respective "session" or/and they will be sent to you via e-mail in advance. -
打开： 2025年10月16日 星期四 00:00到期日： 2026年03月13日 星期五 23:59
EC2U online compulsory courses are assessed mainly by submitting a final essay online. You can hand in the final paper of Discourses in Europe here.
An essay is a scientific text that addresses a research problem through theory and analysis. It should draw on research literature and scientific articles. Writing the essay allows students to engage with a research problem of interest, which has been identified during the classes, and might possibly aid to explore with regard to the broader research dissertation by the end of the two-year course . The essay should be 3500-4000 words in length (approximately 10 pages), including references and the bibliography.
Please make sure to contact the respective lecturer beforehand, for supervision.
For further guidelines and an EC2U essay template in annex, go to the activity instructions . Submit your essay via Glocal Campus in .doc format, before the deadline (January 30, 2026).
Name the file as follows: EC2U_FirstName_LastName_CourseName_Date.
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Session 1 (Monday, 22.09.2025): Presentation of the online mandatory course "Discourses in Europe" (Lydia Uriarte Arreba, Salamanca)
Abstract: In this first session the Master and this course will be presented. The students will also have the opportunity to present themselves.
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1. Discourses on nations: national stereotypes across centuries
1.1. Debunking nations and names
1.2. National stereotypes
1.3 The Image of Countries in Literature
1.4. Critical Discourse Analysis and text linguistic opinion mining for analyzing national stereotypes (also across centuries)
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Beller, M., & Leerssen, J. T. (Eds.). (2007). Imagology: The cultural construction and literary representation of national characters: A critical survey (Studia Imagologica, 13). Leiden/Boston: Brill/Rodopi.
Dyserinck, H., & Syndram, K. U. (Eds.). (1988). Europa und das nationale Selbstverständnis: Imagologische Probleme in Literatur, Kunst und Kultur des 19. und 20. Jahrhunderts. Bonn: Bouvier.
Leerssen, J. (2016). Imagology: On using ethnicity to make sense of the world. Iberic@l: Revue d’études ibériques et ibéro-américaines, 10, 87–106.
Pageaux, D.-H. (1988). Image / imaginaire. In H. Dyserinck & K. U. Syndram (Eds.), Europa und das nationale Selbstverständnis: Imagologische Probleme in Literatur, Kunst und Kultur des 19. und 20. Jahrhunderts (pp. 367-380). Bonn: Bouvier.
Pageaux, D.-H. (1989). De l’imagerie culturelle à l’imaginaire. In P. Brunel & Y. Chevrel (Eds.), Précis de littérature comparée (pp. 133-161). Paris: Presses Universitaires de France
Sánchez Prieto, R. (2021). The image of Spain in the eyes of Austrian, Flemish, French, Italian, Polish and Bulgarian Facebook users: Text-linguistic opinion-mining for detecting and analysing national stereotypes. In J. Barkhoff & J. T. Leerssen (Eds.), National stereotyping, identity politics, European crises (Studia Imagologica, Vol. 27, pp. 221–243). Brill. https://doi.org/10.1163/9789004436107_013
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Zoom: https://usal-es.zoom.us/my/raulsanchezprieto
1. Discourses on nations: national stereotypes across centuries1.1. Debunking nations and names
1.2. National stereotypes
1.3 The Image of Countries in Literature
1.4. Critical Discourse Analysis and text linguistic opinion mining for analyzing national stereotypes (also across centuries)
Literature:Dinnie, K. (2008). Nation branding: Concepts, issues, practice. Butterworth-Heinemann.
A foundational text that established the core concepts and framework for the modern practice of place and nation branding.
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
A seminal work in Critical Discourse Analysis (CDA), providing a methodological framework for linking textual features to social practices and power structures.
Janich, N. (2005). Werbesprache. Ein Arbeitsbuch [Advertising language: A workbook]. Narr.
A key German-language textbook that systematically analyzes the language of advertising, its strategies, and its cultural functions.
Leerssen, J. (2007). Imagology: The cultural construction and literary representation of national characters. A critical survey . Rodopi.
A major reference work, defining the concept of "image" within the field of imagology, which studies the cultural construction of national stereotypes.
Ortner, H. (2014). Text und Emotion: Theorie, Methode und Anwendungsbeispiele emotionslinguistischer Textanalyse [Text and emotion: Theory, method, and application examples of emotion-linguistic text analysis]. Narr.
An influential monograph that bridges text linguistics and emotion research, providing models for analyzing how emotions are constructed in texts.
Papadopoulos, N., Heslop, L., & Bamossy, G. (2016). From nation to neighbourhood: Branding and marketing places. In F. Dall’Olmo (Ed.), The Routledge companion to contemporary brand management (pp. 458–472). Routledge.
An important chapter that outlines the evolution and scope of place branding, extending the concept from the national to the local level.
Pümpel-Mader, M. (2010). Personenstereotype. Eine linguistische Untersuchung zu Form und Funktion von Stereotypen [Person stereotypes: A linguistic investigation of the form and function of stereotypes]. Winter.
A comprehensive linguistic study examining the linguistic forms and discursive functions of stereotypes about people.
Quasthoff, U., & Hallsteindóttir, E. (2016). Stereotype in Webkorpora: Strategien zur Suche in sehr großen Datenmengen [Stereotypes in web corpora: Strategies for searching in very large data sets]. Linguistik Online, *79*(5), 347–379. https://doi.org/10.13092/lo.79.3349
A methodologically significant paper that explores new computational approaches for identifying and analyzing stereotypes in large-scale digital corpora.
Rehbein, J. (1977). Komplexes Handeln. Elemente zur Handlungstheorie der Sprache [Complex action: Elements for an action theory of language]. Metzler.
A classic and theoretically foundational work for a speech-act based approach to text linguistics and discourse analysis.
Sánchez Prieto, R. (2017). Text linguistics for the contrastive study of online customer comments: Text-linguistic patterns in German, Dutch, Spanish and French hotel comments and reviews. Narr.
An applied study that effectively uses text-linguistic methods for the contrastive analysis of a modern digital genre (online reviews).
Taboada, M. (2016). Sentiment analysis: An overview from linguistics. Annual Review of Linguistics, *2*, 325–347.
A highly influential overview that connects computational sentiment analysis with its underlying linguistic principles and theories.
Unger, J. W., Ruth, W., & KhosraviNik, M. (2016). Critical discourse studies and social media data. In D. Silverman (Ed.), Qualitative research (pp. 277–293). SAGE.
A key chapter addressing the methodological challenges and adaptations required for applying Critical Discourse Studies to social media data.
Van Dijk, T. A. (1984). Prejudice in discourse: An analysis of ethnic prejudice in cognition and conversation. Benjamins.
A landmark book in discourse studies that established a cognitive-societal model for analyzing how ethnic prejudice is reproduced in everyday talk and text.
Valtysson, B. (2012). Facebook as a digital public sphere: Processes of colonialization and emancipation. tripleC, *10*(1), 77–91.
An important critical analysis of social media platforms, applying Habermasian public sphere theory to the context of Facebook.
Von der Lage-Müller, K. (1995). Text und Tod. Eine handlungstheoretisch orientierte Textsortenbeschreibung am Beispiel der Todesanzeige in der deutschsprachigen Schweiz [Text and death: An action-theory oriented description of text types using the example of obituaries in German-speaking Switzerland]. Niemeyer.
A detailed genre analysis that exemplifies the application of action-theoretical models to a specific text type (obituaries).
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Zoom: https://usal-es.zoom.us/my/raulsanchezprieto
2. Discourses on languages
2.1. Introduction: the study of language perceptions
2.2. Attitudes to languages (language as the object of assessment)
2.3. Perceptions and attitudes to language learningLiterature:
Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), A handbook of social psychology (pp. 798–844). Clark University Press.
A foundational text in social psychology that helped define the scientific study of attitudes as a construct.
Albarracín, D., Johnson, B. T., & Zanna, M. P. (Eds.). (2005). The handbook of attitudes. Lawrence Erlbaum Associates.
An essential reference work that summarizes the entire field of attitude research in psychology.
Baker, C. (1992). Attitudes and language. Multilingual Matters.
A comprehensive and highly cited synthesis of theory and research on language attitudes, particularly in bilingual contexts.
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, *92*(3), 387–401.
An important study that extends Gardner's motivation theory into the realm of teacher-student dynamics and their impact on achievement.
Chambers, G. N. (1999). Motivating language learners. Multilingual Matters.
An influential book in educational linguistics focusing on the practical application of motivation theory in the classroom.
Dewaele, J.-M. (2005). Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities. Modern Language Journal, *89*(3), 367–380.
A significant paper focusing on the affective and emotional aspects of language learning in a formal context.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, *23*(4), 421–462.
A highly cited, large-scale longitudinal study on the motivational factors influencing language choice.
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich.
A monumental work in social psychology that provides the overarching theoretical framework for the study of attitudes.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
A cornerstone of second language acquisition research, outlining the socio-educational model of motivation.
Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, *54*(1), 1–34.
An important empirical study investigating how motivation evolves over time during language instruction.
Garrett, P. (2010). Attitudes to language. Cambridge University Press.
A key modern textbook that provides an accessible and comprehensive overview of the field.
Lambert, W. E., Hodgson, R. C., Gardner, R. C., & Fillenbaum, S. (1960). Evaluational reactions to spoken languages. Journal of Abnormal and Social Psychology, *60*(1), 44–51.
The seminal study that introduced the "matched-guise" technique, a foundational experimental method in sociolinguistics.
Lindemann, S. (2003). Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States. Journal of Sociolinguistics, *7*(3), 348–364.
An influential paper in critical sociolinguistics that examines attitudes toward accented speech and linguistic stereotyping.
MacIntyre, P. D., & Noels, K. A. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, *29*(3), 373–386.
A highly cited study that bridges social psychology (attitudes, motivation) with cognitive strategies in language learning.
Sharp, D., Thomas, B., & Price, E. (1973). Attitudes to Welsh and English in the schools of Wales. Macmillan.
A classic and frequently referenced early large-scale study that helped establish the "language evaluation paradigm" in bilingual education.
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Session 5 (Monday, 06.10.2025): Introduction to the Language contact (I)(Freiderikos Valetopoulos, Poitiers)
Salle personnelle de Freiderikos Valetopoulos
https://univ-poitiers.webex.com/meet/freiderikos.valetopoulos ;
• Baider, Fabienne, 2007, Emprunts linguistiques, empreintes culturelles, Paris : L’Harmattan.
• Calvet, Jean-Louis, 1993, La sociolinguistique, Paris : PUR, pp. 17-41.
• Caravolas, Jean Antoine, 2009, « Comenius (1592-1670) et le plurilinguisme », Documents pour l’histoire du français langue étrangère ou seconde, 43. URL : http://journals.openedition.org/dhfles/826
• Holm, John, 2005, Languages in contact: the partial restructuring of vernaculars, Cambridge: Cambridge University Press.
• Dal Negro, Silvia, 2004, Language contact and dying languages, Revue française de linguistique appliquée, IX/2, pp. 47-58.
• Sandfeld, Kristian, 1930, Linguistique Balkanique : problèmes et résultats, Paris : Librairie ancienne Honoré Champion.
• Thomason, Sarah, 2001, Language Contact: An Introduction, Washington: Georgetown University Press.
• Yaron, Matras, 2009, Language Contact, Cambridge: Cambridge University Press.
• Weinreich, Uriel, 19799, Languages in Contact: Findings and Problems, The Hague: Mouton de Gruyter.
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Session 6 (Thursday, 09.10.2025): Introduction to the Language contact (II) (Freiderikos Valetopoulos, Poitiers)
Salle personnelle de Freiderikos Valetopoulos
https://univ-poitiers.webex.com/meet/freiderikos.valetopoulos ;
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Session 8 (Thursday, 16.10.2025): The Balkan Sprachbund: A ‘prototypical’ case of language Contact (I) (Freiderikos Valetopoulos, Poitiers)
Salle personnelle de Freiderikos Valetopoulos
https://univ-poitiers.webex.com/meet/freiderikos.valetopoulos ;
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Session 10 (Thursday, 23.10.2025): Political Narratives: which Europe and when? (II) (Ilaria Poggiolini, Pavia)
All classes of this module will be at the following Zoom link:
https://unipv-it.zoom.us/j/82913963524?pwd=dGppWk41UXRFbllHeGpJVytaZ2R2Zz09
We will start with an introduction to the political dimension of Discourses in Europe
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Session 13 (Monday, 03.11.2025): Michel Foucault: From Discourses to Archaeology and Genealogy. What use in 2025? (Christophe Leblay, Turku)
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Main references
Foucault, M.1966, Les mots et les choses, Paris : Gallimard. Translated as The Order of Things, Alan Sheridan (trans.), London: Routledge, 1970.
Foucault, M. 1969, L’archéologie du savoir, Paris : Gallimard. Translated as The Archaeology of Knowledge, Allan Sheridan (trans.), New York: Harper and Row, 1972.
Foucault, M. 1980-1988. Dits et écrits vol I–IV, Paris : Gallimard, 1994, édités par D. Defert & F. Ewald. These include virtually all Foucault’s previously published shorter writings and interviews. Some of the more important items are translated in Essential Works of Foucault, 1954–1984, 3 volumes, edited by Paul Rabinow, New York: The New Press, 1997–1999.
Foucault, M. 1970-1984. Cours au Collège de France, François Ewald and Alessandro Fontana (eds), Paris : Gallimard, 1997–2015. Translated as Lectures at the Collège de France, Arnold Davidson (ed.), Graham Burchell (trans.), 2003ff.
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Session 14 (Thursday, 06.11.2025): Towards a contemporary practice of archive based on ethics (Christophe Leblay, Turku)
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Main references
Foucault, M.1966, Les mots et les choses, Paris : Gallimard. Translated as The Order of Things, Alan Sheridan (trans.), London: Routledge, 1970.
Foucault, M. 1969, L’archéologie du savoir, Paris : Gallimard. Translated as The Archaeology of Knowledge, Allan Sheridan (trans.), New York: Harper and Row, 1972.
Foucault, M. 1980-1988. Dits et écrits vol I–IV, Paris : Gallimard, 1994, édités par D. Defert & F. Ewald. These include virtually all Foucault’s previously published shorter writings and interviews. Some of the more important items are translated in Essential Works of Foucault, 1954–1984, 3 volumes, edited by Paul Rabinow, New York: The New Press, 1997–1999.
Foucault, M. 1970-1984. Cours au Collège de France, François Ewald and Alessandro Fontana (eds), Paris : Gallimard, 1997–2015. Translated as Lectures at the Collège de France, Arnold Davidson (ed.), Graham Burchell (trans.), 2003ff.
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Session 17 (Monday, 17.11.2025): "Language, migration and citizenship (I): a critical discursive and sociolinguistic approach" (Clara Keating, Coimbra)
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Professor Clara Keating is inviting you to join her UCTeacher room with the following link
https://ucmeetings.uc.pt/live/clarakeating/np2eions
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Our module aims at exploring the various dimensions of language involved in the experiences of citizenship,, especially from the perspective of migration and the lived experience of migrants across the world. We will draw from an understanding of 'citizenship' as it has been inspird by Isin (2008) and expanded in studies of language and society by Milani (2015). Instead of starting from a perspective which is mostly produced out of the dominant institutions,, we will engage on the exercise of understanding what 'citizenship' means from the perspective of those that find themselves 'on the move'. This entails moving across many dimensions of social life - first, the institutional dimension (status), second, the lived experience of relocation and reterritorialization as being experienced by people on the move, with very situated cultural, personal, linguistic and embodied dispositions resulting from previous socialization (habitus); c) the dimension of agency and creativity, as people and institutions find creative ways of overpassing tensions, obstacles and constraints, eventually subverting the dominant order of things.
We will then explore the angle of "language" that mediates these three kinds of citizenship experience. To do this we draw on a discursive understanding of "language" and "languages" as modes of talking/writing, thinking and being which are situated in radically local practices. -
打开： 2026年01月4日 星期日 00:00到期日： 2026年01月11日 星期日 00:00
Our first practical activity requires that you bring along for our first meeting your passport or the meaningful officlal document that regulates your identity in Europe. Your passport will mediate your introduction to the new teacher and will be used, not only as a tool to facilitate communication, but also to share in the group your lived experience of being a citizen in Europe or elsewhere.
1. Take a photograph of your document, as well as the contexts in which you use it in a more frequent way.
2. Describe what steps you had to take to obtain the document ;
3. tell the group how or whether your document made a significant difference in your daily life
4.Identify, in your document, those inscriptions (stamps, etc.) that mark a significant movement in your life trajectory (if any). Write a short narrative about it.5. In what ways do you think this relates to issues of citizenship?Please upload your file by no later than November 15. This is not a required activity for final grading
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Session 18 (Thursday 20.11.2025): "Language, migration and citizenship (II): Studying language policies by analysing public texts (Clara Keating, Coimbra)
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Professor Clara Keating is inviting you to join her UCTeacher room with the following link
https://ucmeetings.uc.pt/live/clarakeating/np2eions
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This chapter showcases one possible way of analysing, from a critical discourse analysis, a number of official texts and documents that were informing the language practices of two distinct groups of migrants in two distinct European nation-states in the early 21st century: Portuguese migrants in the UK and speakers of Slavic languages in Portugal. The chapter is situated in a past period of contemporary European history, yet it illustrates one way of exploring ways in which official language policies mediate the possible spaces of socialization of those that are only partially recognized as citizens in the dominant societies of Portugal and the UK.
Keating, C. , Solovova, O. and Barradas, O (2015) Migrations, Multilingualism and Language Policies in Portugal and the United Kingdome: a Polycentric Approach. In Moita Lopes, Luiz Paulo. Global Portuguese. London: Routledge: 144-162
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Session 19 (Monday, 24.11.2025): Language, migration and citizenship III."On becoming a citizen - the lived discursive experience of achieving the status of citizenship" (Clara Keating, Coimbra)
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Professor Clara Keating is inviting you to join her UCTeacher room with the following link
https://ucmeetings.uc.pt/live/clarakeating/np2eions
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In this session, we will move away from an analysis of texts and representations to follow how people and other actors use language to negotiate and act upon the process of becoming or achieving the status of citizenship. By drawing on the example set by the authors of this article, we will focus on the processes of observing, living, experiencing and engaging by one particular individual, W, as he participated in the bureaucratic process of applying for British citizenship.
By reading closely this article, we will discuss and explore how this is a distinct way of understanding how the dynamics of language and other semiotic means contribute to the process of citizenship. We will end this session by further exploring how understanding dynamics of citizenship beyond a static understanding of status, and rather as lived dynamics, where habitus and agency play an important role in the process.
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Session 20 | Language, migration and citizenship (IV): acts of linguistic citizenship (Clara Keating, Coimbra)
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Professor Clara Keating is inviting you to join her UCTeacher room with the following link
https://ucmeetings.uc.pt/live/clarakeating/np2eions
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The final session summarizes some of the previous findings by pointing at the instigating understanding of citizenship as acts and speakers as agents of change. We will draw on Christopher Stroud's understanding of "linguistic citizenship" as an angle that invites us to turn our understandings of language upside down. Linguistic citizenship "refers to what people do with and around language(s) in order to position themselves agentively, and to craft new, emergent subjectivities of political speakerhood, often outside of those prescribed or legitimated in institutional frameworks of the state". By following an instance of linguistic citizenship based in South Africa, we will discuss how this can be explored in our own daily environments.
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Session 22 (Thursday, 04.12.2025): Migration and inclusion: challenges and educational responses in Europe (Nicoleta Popa, Magda Samoila, Iaşi)
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Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries.
Desiderio, M. V. (2016). Integrating refugees into host country labor markets: Challenges and policy options. Washington DC: Migration Policy Institute.
Dryden-Peterson, S., Adelman, E., Bellino, M. J., & Chopra, V. (2019). The purposes of refugee education: Policy and practice of including refugees in national education systems. Sociology of Education, 92(4), 346-366.
Frattini, T., & Cugini, G. (2025). 9th Migration Observatory Report:“Immigrant Integration in Europe”. Migration Observatory-Centro Studi Luca d’Agliano and Fondazione Collegio Carlo Alberto.
Grabowska, I., Hansen, C., Jastrzebowska, A., Lind, J., Manafi, I., Nienaber, B., ... & Shahrokh, T. (2025). Young migrants,“integration” and the local: critical reflections from European stakeholders. Comparative Migration Studies, 13(1), 43.
Neronov, A., & Bircan, T. (2025). Beyond Economic and Educated: Reconceptualising Skill in EU Migration Policy Through Contextual Adaptability. International Migration, 63(4), e70077.
Pantić, N., Gialdini, C., Packwood, H., & Viry, G. (2025). A matrix of educational policies to support migrant students across Europe. European Educational Research Journal, 14749041251337233.
Philippart, C., & Lejot, E. (2025). Inclusion in a multilingual higher education environment: a foreign student perspective. International Journal of Social Pedagogy, 14(1).
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Session 23 (Monday, 08.12.2025): "Swabians in Berlin: (Ethnic) Stereotyping in Present and History - Cultural Anthropological Reflections” (Eva Schmucker-Drabe, Jena)
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Session 24 (Thursday, 11.12.2025): Collective Memory and Cultural Identities in Europe Intercultural Perspectives (Christoph Vatter, Jena)
Zoom-Link:
https://uni-jena-de.zoom-x.de/j/65698451957
Meeting-ID: 656 9845 1957
Access code: EC2UAbstract:
The ways in which societies use history and memory to construct cultural identities is a central research field in cultural studies that has been widely explored in recent years, particularly in the European context. In this session we will familiarise ourselves with central approaches to cultural memory studies and discuss concepts such as 'collective memory', 'history', 'sites of memory' and 'identity' in their interrelationships. Starting from national forms of remembrance and the associated tendencies towards essentialisation or forms of propagandistic appropriation, we will look at transnational and intercultural forms of remembrance in the second part of the session. This is also linked to questions of cultural contact, cultural transfer and cultural hybridity, e.g. in postcolonial contexts. -
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Session 26 (Thursday, 18.12.2025) Final session: Debate with students regarding assessment and final essay (Elisabetta Jezek, Pavia)