Cahiers du Collège d’Europe / College of Europe Studies

L'Europe subit des mutations permanentes. La vie politique, l’'’économie, le droit, mais également les sociétés européennes, changent rapidement. L'’’Union européenne s'’’inscrit dès lors dans un processus d'’’adaptation constant. Des défis et des nouvelles demandes surviennent sans cesse, provenant à la fois de l’'’intérieur et de l'’’extérieur. La collection des « Cahiers du Collège d'’’Europe » publie les résultats des recherches menées sur ces thèmes au Collège d'’’Europe, au sein de ses deux campus (Bruges et Varsovie). Focalisés sur l'Union européenne et le processus d'’’intégration, ces travaux peuvent être spécialisés dans les domaines des sciences politiques, du droit ou de l’'’économie, mais ils sont le plus souvent de nature interdisciplinaire. La collection vise à approfondir la compréhension de ces questions complexes et contribue ainsi au débat européen. Critères pour l'’acceptation des manuscrits dans la collection : - Un manuscrit abouti et finalisé, rédigé dans un anglais et/ou français correct, ne demandant pas ou pratiquement pas de correction linguistique - Un manuscrit mis aux normes éditoriales de la maison d'édition - L'excellent développement d'’un sujet relevant d'un des quatre domaines de recherche du Collège d’'Europe (Droit, Économie, Science politique et diplomatie, Relations internationales ou une approche interdisciplinaire) ; qui est à jour qui ouvre des perspectives sur le futur - Un texte original, qui représente une valeur ajoutée aux études européennes et qui est destiné à une audience académique internationale - Un texte qui montre une expertise dans le champ des études européennes, ou une discipline annexe, qui rencontre les attentes (élevées) des lecteurs de la collection - Un livre qui se veut être académique et analytique, et non politique ou idéologique, même si, bien entendu, les recommandations peuvent laisser transparaitre des préférences. On conseille aux futurs auteurs de faire relire leur manuscrit par un ou deux collègues, pour augmenter les chances d'’acceptation du manuscrit. Les manuscrits proposés seront soumis pour évaluation aux directeurs de collection ainsi que, de façon anonyme, à un comité d'’évaluation externe. Europe is in a constant state of flux. European politics, economics, law and indeed European societies are changing rapidly. The European Union itself is in a continuous situation of adaptation. New challenges and new requirements arise continually, both internally and externally. The «College of Europe Studies» series seeks to publish research on these issues done at the College of Europe, both at its Bruges and its Warsaw campus. Focused on the European Union and the European integration process, this research may be specialised in the areas of political science, law or economics, but much of it is of an interdisciplinary nature. The objective is to promote understanding of the issues concerned and to make a contribution to ongoing discussions. Criteria for acceptance of manuscripts include: - a fully-fledged mature manuscript in correct English and/or French, which requires little or no language editing - a manuscript which is technically up to standard and in conformity with the publishers editorial guidelines - a good treatment of a subject in the four areas that the College of Europe has expertise in (Law, economics, political science and diplomacy + International Relations or a solid interdisciplinary treatise); which is up-to-date and preferably also forward looking - a text which is original and presents an added value in EU studies for a sophisticated international academic readership - a text showing expertise in EU studies, or the relevant segment of it, which reflects the (high) expectations or readers of the College of Europe series - a book which is academic and analytical, not political or ideological, although of course (policy) recommendations can express certain preferences. Potential authors are well advised to have the manuscript read critically by one or two colleagues, so that the chances of being accepted increase. Submitted manuscripts will be subject to a critical review by the book series editors as well as external «blind» peer review. L’’Europe subit des mutations permanentes. La vie politique, l’’’économie, le droit, mais également les sociétés européennes, changent rapidement. L’’’Union européenne s’’’inscrit dès lors dans un processus d’’’adaptation constant. Des défis et des nouvelles demandes surviennent sans cesse, provenant à la fois de l’’’intérieur et de l’’’extérieur. La collection des « Cahiers du Collège d’’’Europe » publie les résultats des recherches menées sur ces thèmes au Collège d’’’Europe, au sein de ses deux campus (Bruges et Varsovie). Focalisés sur l’’’Union européenne et le processus d’’’intégration, ces travaux peuvent être spécialisés dans les domaines des sciences politiques, du droit ou de l’’’économie, mais ils sont le plus souvent de nature interdisciplinaire. La collection vise à approfondir la compréhension de ces questions complexes et contribue ainsi au débat européen. Critères pour l’’acceptation des manuscrits dans la collection : - Un manuscrit abouti et finalisé, rédigé dans un anglais et/ou français correct, ne demandant pas ou pratiquement pas de correction linguistique - Un manuscrit mis aux normes éditoriales de la maison d’’édition - L’’excellent développement d’’un sujet relevant d’’un des quatre domaines de recherche du Collège d’’Europe (Droit, Économie, Science politique et diplomatie, Relations internationales ou une approche interdisciplinaire) ; qui est à jour qui ouvre des perspectives sur le futur - Un texte original, qui représente une valeur ajoutée aux études européennes et qui est destiné à une audience académique internationale - Un texte qui montre une expertise dans le champ des études européennes, ou une discipline annexe, qui rencontre les attentes (élevées) des lecteurs de la collection - Un livre qui se veut être académique et analytique, et non politique ou idéologique, même si, bien entendu, les recommandations peuvent laisser transparaitre des préférences. On conseille aux futurs auteurs de faire relire leur manuscrit par un ou deux collègues, pour augmenter les chances d’’acceptation du manuscrit. Les manuscrits proposés seront soumis pour évaluation aux directeurs de collection ainsi que, de façon anonyme, à un comité d’’évaluation externe. Europe is in a constant state of flux. European politics, economics, law and indeed European societies are changing rapidly. The European Union itself is in a continuous situation of adaptation. New challenges and new requirements arise continually, both internally and externally. The «College of Europe Studies» series seeks to publish research on these issues done at the College of Europe, both at its Bruges and its Warsaw campus. Focused on the European Union and the European integration process, this research may be specialised in the areas of political science, law or economics, but much of it is of an interdisciplinary nature. The objective is to promote understanding of the issues concerned and to make a contribution to ongoing discussions. Criteria for acceptance of manuscripts include: - a fully-fledged mature manuscript in correct English and/or French, which requires little or no language editing - a manuscript which is technically up to standard and in conformity with the publishers editorial guidelines - a good treatment of a subject in the four areas that the College of Europe has expertise in (Law, economics, political science and diplomacy + International Relations or a solid interdisciplinary treatise); which is up-to-date and preferably also forward looking - a text which is original and presents an added value in EU studies for a sophisticated international academic readership - a text showing expertise in EU studies, or the relevant segment of it, which reflects the (high) expectations or readers of the College of Europe series - a book which is academic and analytical, not political or ideological, although of course (policy) recommendations can express certain preferences. Potential authors are well advised to have the manuscript read critically by one or two colleagues, so that the chances of being accepted increase. Submitted manuscripts will be subject to a critical review by the book series editors as well as external «blind» peer review. L'’Europe subit des mutations permanentes. La vie politique, l’'’économie, le droit, mais également les sociétés européennes, changent rapidement. L'Union européenne s'’’inscrit dès lors dans un processus d’’’adaptation constant. Des défis et des nouvelles demandes surviennent sans cesse, provenant à la fois de l’'’intérieur et de l'’’extérieur. La collection des « Cahiers du Collège d'’’Europe » publie les résultats des recherches menées sur ces thèmes au Collège d'Europe, au sein de ses deux campus (Bruges et Varsovie). Focalisés sur l'’’Union européenne et le processus d'’’intégration, ces travaux peuvent être spécialisés dans les domaines des sciences politiques, du droit ou de l’'’économie, mais ils sont le plus souvent de nature interdisciplinaire. La collection vise à approfondir la compréhension de ces questions complexes et contribue ainsi au débat européen. Critères pour l'’acceptation des manuscrits dans la collection : - Un manuscrit abouti et finalisé, rédigé dans un anglais et/ou français correct, ne demandant pas ou pratiquement pas de correction linguistique - Un manuscrit mis aux normes éditoriales de la maison d'édition - L'’excellent développement d'’un sujet relevant d'’un des quatre domaines de recherche du Collège d’’Europe (Droit, Économie, Science politique et diplomatie, Relations internationales ou une approche interdisciplinaire) ; qui est à jour qui ouvre des perspectives sur le futur - Un texte original, qui représente une valeur ajoutée aux études européennes et qui est destiné à une audience académique internationale - Un texte qui montre une expertise dans le champ des études européennes, ou une discipline annexe, qui rencontre les attentes (élevées) des lecteurs de la collection - Un livre qui se veut être académique et analytique, et non politique ou idéologique, même si, bien entendu, les recommandations peuvent laisser transparaitre des préférences. On conseille aux futurs auteurs de faire relire leur manuscrit par un ou deux collègues, pour augmenter les chances d’'acceptation du manuscrit. Les manuscrits proposés seront soumis pour évaluation aux directeurs de collection ainsi que, de façon anonyme, à un comité d'’évaluation externe. Europe is in a constant state of flux. The European Union’s politics, economics, law and external action are changing rapidly. The European Union itself is in a continuous situation of adaptation. New challenges and new requirements arise continually, both internally and externally. The College of Europe Studies series seeks to publish new research on these issues carried out by members of its academic community. Focused on the European Union and the European integration process, this research may be specialised in the areas of political science, law, economics or international relations, but much of it is of an interdisciplinary nature. The objective is to promote the understanding and explanation of the issues concerned and to make a contribution to ongoing discussions. Criteria for acceptance of manuscripts include: - a fully-fledged mature manuscript in correct English and/or French, which requires little or no language editing - a manuscript which is technically up to standard and in conformity with the publishers editorial guidelines - a good treatment of a subject in the four areas that the College of Europe has expertise in (Law, economics, political science and diplomacy + International Relations or a solid interdisciplinary treatise); which is up-to-date and preferably also forward looking - a text which is original and presents an added value in EU studies for a sophisticated international academic readership - a text showing expertise in EU studies, or the relevant segment of it, which reflects the (high) expectations or readers of the College of Europe series - a book which is academic and analytical, not political or ideological, although of course (policy) recommendations can express certain preferences. Potential authors are well advised to have the manuscript read critically by one or two colleagues, so that the chances of being accepted increase. Submitted manuscripts will be subject to a critical review by the book series editors as well as external «blind» peer review.

21 publications

Conférences de Bruges - Bruges Conferences

8 publications

Loyola College Berlin Seminar

ISSN: 1091-8582

3 publications

The Westminster College Library of Biblical Symbolism

"This series encourages works of scholarship that explore the artistic and theological depths of biblical symbols. "Symbol" here means any well-known reality that is used to illuminate a more mysterious reality by means of the analogy between the two. The symbols can be objects, qualities, actions, roles, events, stories, or systems. "Exploring" symbols entails: painting a full picture of the well-known reality as the original writers and readers would have known it; establishing what the subject of the symbol was in particular instances; and seeing through the symbol to the depths of the subject. The books in this series may focus on a particular symbol (e.g. light, or shepherd, or the Exodus), on a particular type of symbolism (e.g. Paul's legal symbolism, or Flosea's personal symbolism), or on particular themes (e.g. the variety of symbols used to illuminate the mystery of human sinfulness and how those symbols are used to interpret each other). Still others may focus on particular books, such as Ezekiel or Revelation, exploring their main symbols. "

1 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications

Inclusion and Teacher Education

Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.

7 publications

Washington College Studies in Religion, Politics, and Culture

Washington College Studies in Religion, Politics, and Culture explores the role of religious belief in political and cultural life, both in the United States and across the world. Special emphasis is placed on theoretical, historical, and legal assessments of the relationship of religion to public life, the meaning and practice of citizenship, and cultural development. Empirical work is also welcome.

17 publications