Introduction: Teaching and Learning ‘Europe’ in ‘the Periphery’: Disciplinary, Educational and Cognitive Boundaries of European Studies

Abstract

This introductory article argues that there is a need to introduce a renewed approach to the field of European Studies which takes into account various perspectives from the ‘periphery’ to unfold complexities and challenges of teaching and learning ‘Europe’ away from the immediate geographical and conceptual focus of the European studies. By elaborating on the notion of ‘periphery’ and exploring how European Studies resonate beyond ‘the centre’, we aim to explore the complexities and challenges of the European studies in its relationality of the broader processes such as EU accession and global university education. This endeavour will contribute to the ongoing disciplinary debate on the future of European studies as well as the introduction of new methods of teaching and knowledge production by presenting alternative narratives on the challenges of the European integration and Europeanisation in the ‘periphery’.

Keywords

• periphery
• European Studies
• de-centring
• teaching and learning Europe
• curriculum
• EU Accession