The narratives behind the EU's external perceptions : how civil society and elites in Ukraine, Israel and Palestine “learn” EU norms. / Sabatovych, Iana; Heinrichs, Pauline; Hobova, Yevheniia; Velivchenko, Viktor.

In: European Security, Vol. 28, No. 3, 30.09.2019, p. 284-303.

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The narratives behind the EU's external perceptions : how civil society and elites in Ukraine, Israel and Palestine “learn” EU norms. / Sabatovych, Iana; Heinrichs, Pauline; Hobova, Yevheniia; Velivchenko, Viktor.

In: European Security, Vol. 28, No. 3, 30.09.2019, p. 284-303.

Research output: Contribution to journalArticlepeer-review

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Sabatovych, Iana ; Heinrichs, Pauline ; Hobova, Yevheniia ; Velivchenko, Viktor. / The narratives behind the EU's external perceptions : how civil society and elites in Ukraine, Israel and Palestine “learn” EU norms. In: European Security. 2019 ; Vol. 28, No. 3. pp. 284-303.

BibTeX

@article{00aaf97300594043997008f094721cc1,
title = "The narratives behind the EU's external perceptions: how civil society and elites in Ukraine, Israel and Palestine “learn” EU norms",
abstract = "The EU's normative promotion is a keystone in the arch of its Foreign and Security Policy, reflected in establishing a “ring of friends” in its neighbourhood. However, the EU's normative impact in these countries is often hindered by domestic constraints. Conversely, deeper socialisation through persuasion and “learning” may advance towards the promotion of EU norms better. By tracing the “learning” component of the EU's external perceptions in its Eastern (Ukraine) and Southern (Israel and Palestine) neighbourhoods, this paper elaborates upon the receptiveness of EU norms. Considering the specific attention that the ENP draws towards the support of civil society, this paper focuses on “learning” narratives of EU norms among civil society elites in Ukraine, Israel and Palestine as the key targets of EU assistance – with a particular focus on various conceptualisations of learning in the learning process. Notwithstanding perceptions of the EU as a normative power, we find that the learning processes remain too complex to be captured within a single theoretical framework. Whereas communicative rationality implies learning about each other's identities through rational arguing, our analysis demonstrates that identity performance is one of the most emotive and crucial factors in perceptions of learning.",
keywords = "Europeanisation, normative learning, EU neighbourhood, perceptions, civil society",
author = "Iana Sabatovych and Pauline Heinrichs and Yevheniia Hobova and Viktor Velivchenko",
year = "2019",
month = sep,
day = "30",
doi = "10.1080/09662839.2019.1648252",
language = "English",
volume = "28",
pages = "284--303",
journal = "European Security",
issn = "0966-2839",
number = "3",

}

RIS

TY - JOUR

T1 - The narratives behind the EU's external perceptions

T2 - how civil society and elites in Ukraine, Israel and Palestine “learn” EU norms

AU - Sabatovych, Iana

AU - Heinrichs, Pauline

AU - Hobova, Yevheniia

AU - Velivchenko, Viktor

PY - 2019/9/30

Y1 - 2019/9/30

N2 - The EU's normative promotion is a keystone in the arch of its Foreign and Security Policy, reflected in establishing a “ring of friends” in its neighbourhood. However, the EU's normative impact in these countries is often hindered by domestic constraints. Conversely, deeper socialisation through persuasion and “learning” may advance towards the promotion of EU norms better. By tracing the “learning” component of the EU's external perceptions in its Eastern (Ukraine) and Southern (Israel and Palestine) neighbourhoods, this paper elaborates upon the receptiveness of EU norms. Considering the specific attention that the ENP draws towards the support of civil society, this paper focuses on “learning” narratives of EU norms among civil society elites in Ukraine, Israel and Palestine as the key targets of EU assistance – with a particular focus on various conceptualisations of learning in the learning process. Notwithstanding perceptions of the EU as a normative power, we find that the learning processes remain too complex to be captured within a single theoretical framework. Whereas communicative rationality implies learning about each other's identities through rational arguing, our analysis demonstrates that identity performance is one of the most emotive and crucial factors in perceptions of learning.

AB - The EU's normative promotion is a keystone in the arch of its Foreign and Security Policy, reflected in establishing a “ring of friends” in its neighbourhood. However, the EU's normative impact in these countries is often hindered by domestic constraints. Conversely, deeper socialisation through persuasion and “learning” may advance towards the promotion of EU norms better. By tracing the “learning” component of the EU's external perceptions in its Eastern (Ukraine) and Southern (Israel and Palestine) neighbourhoods, this paper elaborates upon the receptiveness of EU norms. Considering the specific attention that the ENP draws towards the support of civil society, this paper focuses on “learning” narratives of EU norms among civil society elites in Ukraine, Israel and Palestine as the key targets of EU assistance – with a particular focus on various conceptualisations of learning in the learning process. Notwithstanding perceptions of the EU as a normative power, we find that the learning processes remain too complex to be captured within a single theoretical framework. Whereas communicative rationality implies learning about each other's identities through rational arguing, our analysis demonstrates that identity performance is one of the most emotive and crucial factors in perceptions of learning.

KW - Europeanisation

KW - normative learning

KW - EU neighbourhood

KW - perceptions

KW - civil society

U2 - 10.1080/09662839.2019.1648252

DO - 10.1080/09662839.2019.1648252

M3 - Article

VL - 28

SP - 284

EP - 303

JO - European Security

JF - European Security

SN - 0966-2839

IS - 3

ER -