Thinking about doing a research track at one of the EU universities of the Euroculture consortium? Today, we’re featuring Palacký University in Olomouc, Czech Republic! Learn more about their research track directly from Maeva Chargros, who spent her 3rd semester there!
By Maeva Chargros
“Should we sign a contract before each sexual intercourse, now?! This is insane!”
Yes, indeed. It is definitely insane to think that a law recently passed in Sweden, placing consent at the core of any rape or sexual assault accusation, automatically forces all parties involved in a sexual act to draft and sign a legally binding contract prior to any intercourse involving penetration. The problem is that our society is unable to grasp a concept that should be the main driving force in any human interaction – professional, personal, intimate, or public. Before our birth, our life is shaped on the basis of this concept’s fragile survival.
This notion is the infamous C-word, consent, and it is crucial not only in our sexual life, but in more or less every single aspect of our lives. It shows up when you switch on your phone, when you commute to work, when you need medical care, when you walk in a park etc. It shows up when you have tea with friends, when you listen to music, when you visit an exhibition, when you purchased the phone or computer you are using to read this article. This is a factual statement. Here comes the opinion-motivated one: this concept, omnipresent and yet, paradoxically almost absent from our lives, is highly feminist and has a significant feminine character. Yet, men benefit from its existence more than women – this, again, is a factual statement based on statistics readily available by anyone interested in the topic.
Before going any further, I need to add an essential sentence, unfortunately. I hope one day, the sooner the better, this sentence will become obsolete. Please take into account while reading it that this article may contain sensitive information that could act as triggers for victims and survivors of sexual assaults. Continue reading “The C-Word: Rethinking Feminism”
By Sumeyye Hancer
On March 31, 2019, Turkey held its municipal elections. According to the BBC, 57 million people were registered and the turnout displayed an outstanding 85%. After 25 years of seat in Ankara, the Adalet ve Kalkınma Partisi (AKP), known as the Justice and Development Party, has lost its seat in the capital city as well as in Istanbul metropolis and other municipalities. The recession announced last March appears to have played a decisive role against the ruling party.
The event took a tragic turn as clashes occurred and four people died in south and east Turkey. Dozens were also reported injured in the Kurdish-majority city of Diyarbakir. In Istanbul, one person was stabbed in Kadıköy district as reported by The Guardian.
In the European Union, the German magazine Der Spiegel announced the “Ende eines Mythos” (“The End of a Myth”, in English). In France, Le Monde spoke of “un revers cinglant” (“A scathing reverse”). In Spain, El País mentioned “un duro revés” (“a harsh reverse”) and the loss of the “islamistas turcos” (“Turkish islamists”).
Indeed, the results seem to showcase patterns of a new momentum vis-à-vis the 2023 national elections, albeit the outcomes have been contested by the ruling party which at first denounced “invalid votes and irregularities in most of the 12,158 polling stations in Ankara”, then “irregularities” and “organised crime”. The result of the election in Istanbul was appealed as announced by Ali İhsan Yavuz, the deputy chairman of AKP. However, on April 9th The Guardian announced that the partial recount process confirmed the lead of the CHP (Republican People’s Party) candidate, Ekrem İmamoğlu.
Today, half of the citizens support Erdogan and the other half despises him for polarising the country, according to the analysis by Mark Lowen, BBC Turkey correspondent, in article published on April 1st entitled “Turkey local elections: Setback for Erdogan in big cities”.
How do I approach the event as a Euroculture student? Continue reading “Municipal elections in Turkey: what did happen there”
Interview conducted by Ivana Putri
Fangjia Chen is from China and has a background in Business English. She has always wanted to study European cultures and live in Europe. After a recommendation from her supervisor, she decided to apply for Euroculture. Fangjia spent her first and second semesters at Strasbourg and Göttingen before following the research track at the Department of International Relations and International Development, University of Groningen in the Netherlands.
Thanks Fangjia for taking the time to share your experience!
1. Why did you decide to do research for your third Euroculture semester?
I decided to do a research semester mainly because of the content of the research track. In Groningen, the research semester is composed of a research internship and research seminars. You can choose a field that you want to work with. I’m really into China-EU relations, and the university found a really great internship job for me at the International Relations (IR) department.
2. What were you doing in your research semester? Continue reading “My Third Semester: Research Track at University of Groningen, the Netherlands (2017-2019)”
By Maeva Chargros
Everyone should be aware of this fact, after two world wars, many genocides and a major crisis triggered by terrorism worldwide: when something happens in one specific country, the entire region surrounding this country is affected; and when a whole region is impacted, the entire world ends up facing consequences of this local event. It is the principle of the well-known butterfly effect. Therefore, how can we not hear the call for help coming from Venezuelans fleeing their country? How can we ignore the growing tensions on the borders between Venezuela and its neighbours?
Seen from Europe, the ongoing crisis in the north-west of the Latin American region reminds of another crisis that Europeans had to face and are still facing – the so-called “refugee crisis”. One might be stunned by how relevant this comparison is, but also puzzled by what it means for our governments and international organisations. After two resolutions failed to pass at the United Nations in the last few days, here is a timely reminder of what is actually happening at the border. Nicolás Javier Pedraza Garcia, currently an exchange student from Universidad Externado de Colombia (Externado University, Bogotá, Colombia) at the Palacký University in Olomouc, Czech Republic, agreed to give his insight to help us understand the situation from a local perspective.
Relations between Colombia and Venezuela are a very good example of what can be achieved when two independent states decide to cooperate for the better good of their respective economies. Who needs a hard border when both populations speak the same language, work and live together, and benefit from this soft border situation? Until the political crisis hit the Venezuelan economy, “the border was just a line”; now, the border area is described mostly as a “war zone”, or a “conflict zone”. “The border is experiencing a very bad situation both economically and socially; most of Venezuelans who are fleeing are poor, so they stay at the border and are forced to engage in criminal activities such as drug trafficking or prostitution to survive. We, Colombians, try to help as much as we can, but our local government does not have the institutional nor the infrastructure capacity to attend to the situation. Maybe the situation is better in some other cities, but at the border, it is a crisis situation. We have been asking for more financial and human resources from the national government, but so far we are left alone to take care of these people.” Continue reading “REPORT: What Happens in Venezuela Does Not Stay in Venezuela”
By Huiyu Chuang
For many young people around the world, Europe is not too unfamiliar as a travel or study destination. In the context of globalization, regardless in geography, economy, politics, art and popular culture, our lives more or less intertwine with others’. As Euroculture students, we should have no problem adapting into this melting pot. I thought to myself, what would it be really like to live in Europe and with European students?
For many Asian families, being 25 years old when you start exploring the world is not too late of an age, especially after studying very hard to graduate from university and working in a company for some years, yet still unsure of what kind of life experience one really wants to have. Unlike me, almost all the classmates I met here have lived a cross-cultural life and possess study/volunteer experiences during their university education. Many of them have “dual identities” and regard themselves proudly as European, no less, or even more, than their nationalities. When these two kinds of people meet, culture shock is inevitable.
As a foreign student, I would like to share my observations on the culture of hanging out and making friends during my time in Strasbourg. Continue reading “A Perspective on the Culture of Hanging Out”
Interview conducted by Ivana Putri
Katharina Geiselmann (2017-2019, DE) or also known by her classmates as Kat, spent her first and second semesters at Uppsala and Krakow. Kat studied English Studies in her Bachelor’s, with a minor in Languages and Cultures. After her Bachelor studies, she looked for a completely interdisciplinary Master’s programme that allows her to live in more countries and become familiar with more languages, which led her to start her Euroculture adventure. Kat has just finished her internship at the Permanent Representation of the Federal Republic of Germany to the European Union in Brussels, Belgium, which she did for her third semester. Thanks, Kat, for taking the time to share your experience!
1. Why did you decide to do an internship for your third Euroculture semester?
To be honest, I was quite undecided about which option would be better for me, simply because I did not know if I wanted to pursue a PhD after this programme or work. In the end, I chose to do an internship because I was offered one with the German Foreign Ministry, which has been on my wishlist for quite some time. They also only take interns who can prove that it is an obligatory part of their studies, so I might not have had the option of doing the internship at another time. In the end, I think you can have great experiences both with the research track and the professional track, as long as you find a vacancy that makes you curious. I found that it really helped me to talk about my options with friends, because sometimes you only realize why you want to do what only when talking about it.
2. So, what kind of things did you do at the German Permanent Representation? Continue reading “My Third Semester: Internship at the Permanent Representation of the Federal Republic of Germany to the European Union”
By Jelmer Herms
The Directive on Copyright in the Digital Single Market, commonly known as the ”EU Copyright Directive”, has not been without its fair share of criticism. It seems to be part of a broader strategy by the Commission to capitalize on the Internet’s limitless economic potential more and more, and rightfully so. However, one aspect of the digital space seems to be consistently underestimated by EU institutions: Online communities are generally hostile towards measures that even potentially limit the free flow of data.
It is no wonder that online forums like Reddit as well as larger (oftentimes American) news outlets cried out collectively in fear over potential censorship, the end of creative use, and the death of independent news outlets. Initiatives like #SaveYourInternet claim that the EUCD ”restrict[s] the ability of Internet users to consume content”, turning the newly formulated Internet culture wholly ”bureaucratic and restrictive”. Despite these sweeping (and oftentimes hyperbolic) accusations, the text of the directive itself contains no such intentions. In fact, it claims to have the opposite effect: This legislation would be ”allowing wider access to and use of copyright-protected content”. And in specific contexts, such as increased access to copyright-protected material for scholars, this directive does in fact afford wider access to such material. The real reason behind all this public backlash should therefore not be sought exclusively in what the directive actually does, but more so in what it fails to do. For example, it fails to give examples of feasible measures by which to implement the directive, leaving it unclear to both member states and online platforms where the responsibility for copyright enforcement lies exactly, but it also fails to engage citizens in a dialogue about the nature of the Internet. Continue reading “Hating the Right Thing for the Wrong Reasons: The European Copyright Directive”
Interview conducted by Ivana Putri
Mathilde Soubeyran (2017-2019, FR) spent her first and second semesters at Uppsala and Udine. She has a background in Applied Foreign Languages with Law and Economics. Mathilde has been studying, working, and traveling around Europe for three years. She embarked on the Euroculture adventure after her first try at a different European Studies Master’s programme did not go as she expected. She wanted to focus more on the cultural aspect and politics, which led her to an unregrettable decision of giving Euroculture a go.
During her third semester, she did an internship at the Representation of the European Commission in Edinburgh, Scotland. Thanks Mathilde for taking the time to share your experience!
1. Why did you decide to do an internship?
Before starting Euroculture, I was sure I wanted to follow the research track, and go spend a semester outside Europe. After the first year, I had to be honest with myself: I really am not made for research. Not only am I bad at it, but I also found that I do not enjoy it. In a way, this programme made one thing really clear for me: I need action, I need the real world and I need to see results. I understand that research is really important and valuable, but I will leave that in the competent hands of fellow students.
Two years ago (before starting the programme), I traveled in Scotland with my family, and I fell in love with the country, particularly with the city of Edinburgh, despite the 17°C in August. Sitting on top of Salisbury’s Crags, overlooking the city, I remember thinking that I wanted to live there for at least a few months of my life. Therefore, when the time to make a decision regarding my third semester arrived, it was clear: I needed to do something to experience working life, and do this in Scotland.
2. Can you tell us what you were doing in your internship? Continue reading “My Third Semester: Internship at the European Commission Representation in Scotland”
Interviews conducted by Ivana Putri
Elisabeth Stursberg (DE, Strasbourg-Groningen), or also known by her classmates as Lizzie, studied Cultural History and Theory & Economics during her Bachelor’s. After she took interest in the selection of partner universities and cities Euroculture offers, she started her Euroculture life with the intention to learn more about European history, culture, and politics and the EU in particular, and find out if she could see herself working for the EU or another IO afterwards.
Inès Roy (FR/MA, Udine-Strasbourg) has a background in Languages and International Business. Her decision to study Euroculture stems from her desire to travel and study at the same time. She has always been interested in the concept of cultures and how they are perceived from different standpoints.
Both have returned from their research semester at Osaka University, Japan, and are their final semester at Université de Strasbourg. Thanks Inès and Lizzie, for taking the time to share your experiences!
1. How did you come to the decision of doing a research track at Osaka?
Elisabeth Stursberg (ES): The choice between internship and research track was not too easy, since both sounded like a great option. What influenced my choice most though was the possibility to spend a semester in Japan, a country I had not visited before but was so curious about! I actually don’t think I would have done the research track if I hadn’t been accepted for Osaka. Another reason was that I had already done several internships during my Bachelor’s (it’s pretty common in Germany and often even implicitly, or explicitly, required by employers) and will probably do at least one more after finishing this MA. Time flew by so quickly already in the first semester, and I just liked the idea of studying for another semester as long as I had the chance. Japan as the destination was also a major factor, since I was going to take the research seminar on Integration Processes in East Asia and in Europe during the second semester – so it just seemed like a perfect fit.
Inès Roy (IR): As far as I can remember, I always wanted to go to Japan to see the beautiful landscapes, as well as to see how the ultra-modern and the traditional interact. However, traveling to and living in a country for a few months are two very different experiences. So the possibility to go there was actually another reason for me to apply for Euroculture! As I don’t speak Japanese and wouldn’t be able to find an internship there, I believed this research semester was a once-in-a-lifetime opportunity.
2. What was the research semester like? Continue reading “My Third Semester: Research Track at Osaka University, Japan (2017-2019)”
By Maeva Chargros
On February 5, 2019, a small secondary school hosting around 250 students was shut down for 24 hours. This was exceptional for multiple reasons: rarely do all teachers of a school in France choose to strike, and rarely do they receive a massive and unanimous support from the parents of the students, as well as from the local authorities. On this cold winter day, though, the junior high school Papire Masson was empty and teachers, parents and the mayor of the little town of St-Germain-Laval, Alain Berouda, gathered in front of its doors. Known only by the few hundreds of people who actually need it, this secondary school recently learned that despite welcoming three more students and being part of the “inclusive education” framework, it would receive 58 hours less than the previous years from September 2019 onward. This very local situation has, unfortunately, repercussions at both national and European levels, besides directly impacting the lives of about 250 students between 11 and 15 years old.
The decision of allocating less hours to a high school that has among the best results of the Loire department at the national exam called “Brevet des écoles” (equivalent of GCSEs in the British system) can seem slightly puzzling at first sight. It becomes absolutely incomprehensible when realising that this secondary school has already the lowest number of hours allocated among schools with similar numbers of students in the department. The regional education authority of the Lyon (Académie de Lyon) area probably just made a regrettable mistake that will be rectified after the planned meeting between the regional school inspector, Mr Batailler, and representatives of the Papire Masson secondary school on February 19, 2019. At least, this is what teachers, parents and students altogether are hoping for, given what such a disastrous change would entail: a total of five teachers would not come back to teach in September 2019; two classes of 4th and 3rd grades (UK equivalent: Years 9 and 10) would disappear, leading to an increase of 50% of the number of students per class; projects involving students of all levels would have to be terminated; teachers would have to travel from one school to another across the entire department or even regional area. These are just a few examples of substantial consequences that can be explained in tangible ways. Less easy to observe is the impact on the quality of teaching, the ability of teachers to properly include and involve in their lessons students with disabilities coming from a nearby specialised institution, the difficulties to maintain this school’s overall excellent results at the national exam and to ensure all students get equal chances in their orientation choices. The latter is a chronic feature of the education management system in France; it recently sparked the interest of a high school student, Marie Ferté, who competed at the Concours de Plaidoiries in Caen (Normandy, France). Continue reading “REPORT: Shutting Down the Education in France”