This thesis explores the role of educational exchanges in the process of European unification from the French perspective. It focuses specifically on the integration of the European higher education system and the creation of a study abroad network through the European Community program ERASMUS (European Community Action Scheme for the Mobility of University Students) during the 1990s. France’s tenuous position in ERASMUS was one of both power and vulnerability, especially concerning the limited Community funding allocated to French students and the growth of English as the dominant global language. Through an examination of official European Community documents and the French press, this thesis analyzes French motivations for participating in the ERASMUS program and identifies how the practice of study abroad represented a convergence of national and supranational identities. Scholarship on ERASMUS is extremely limited and has not yet been contextualized within a longer historical narrative of transnational student networks. This thesis, therefore, seeks to provide that context and to enhance the agency of young people as active participants in the process of globalization.
|Commitee:||Frankel, Richard, Parker, Chad|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Keywords:||ERASMUS Programme, European Union, France, Higher education, Study abroad|
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