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By Oriane Calligaro (auth.)

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Extra resources for Negotiating Europe: EU Promotion of Europeanness since the 1950s

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Indeed, the appropriation of the European subject by the academic world functioned as a way of legitimizing the phenomenon of European integration, and of making it exist in the eyes of significant groups of European public opinion: professors and, above all, students. This chapter does not aim to assess the social and political impact of the appropriation of European matters by the academic world, nor does it seek to determine whether this actually increased the popularity and legitimacy of the EU.

The seminars were facultative and restricted to postgraduate students. 32 Very quickly, this model was replicated in an increasing number of French universities. 33 The CEDECE was officially created in 1965. ” 34 This association was to mediate the actions of the secretariat-general of the Commission in favor of European studies in French universities. 35 24 ● Negotiating Europe The budgetary line created specifically for French universities subsequently made the development of EU studies in the rest of the Community possible.

As part of this strategy, an action in favor of European heritage, a fundamental part of European culture, was justified by the need to offer citizens a more human dimension of European integration. However, as I subsequently show, cultural heritage did not remain the vehicle for a centralized invention of tradition at the EU level as Shore argued. It quickly became an instrument in the hands of different actors who decided to promote their own vision of Europeanness, especially within the EP and at the intergovernmental level.

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