Disrupting and re-imagining European studies: towards a more diverse and inclusive discipline

David, M.E.L.; Garcia, M.; Haastrup, T,; Mattheis, F.

doi:doi:10.30950/jcer.v19i2.1294

This Special Issue is the culmination of the Diversity, Inclusivity, Multi-Disciplinarity in European Studies (DIMES) project, undertaken under the aegis of the University Association of European Studies (UACES). DIMES was initiated in recognition of the under-representation (broadly conceived) of BIPOC (Black, Indigenous, People of Colour) academics and to address the over-representation of Western European and North American scholars and knowledge production within UACES and European Studies more generally. This introduction to the issue establishes the context for the contributions that follow. It outlines the ways in which DIMES sought to address the lack of inclusivity in European Studies, and speak also to the further aim of DIMES, the extension of the disciplinary focus of European Studies. Here, then we introduce the contributions to this special issue, which are representative of some of the many conversations held over four years with a wide range of scholars, all...Show moreThis Special Issue is the culmination of the Diversity, Inclusivity, Multi-Disciplinarity in European Studies (DIMES) project, undertaken under the aegis of the University Association of European Studies (UACES). DIMES was initiated in recognition of the under-representation (broadly conceived) of BIPOC (Black, Indigenous, People of Colour) academics and to address the over-representation of Western European and North American scholars and knowledge production within UACES and European Studies more generally. This introduction to the issue establishes the context for the contributions that follow. It outlines the ways in which DIMES sought to address the lack of inclusivity in European Studies, and speak also to the further aim of DIMES, the extension of the disciplinary focus of European Studies. Here, then we introduce the contributions to this special issue, which are representative of some of the many conversations held over four years with a wide range of scholars, all committed disrupting of European Studies, albeit through different means. We argue that debates about decentring, about decolonising, on the need to acknowledge the privilege and Eurocentricity that continues to dominate knowledge production traditions are pertinent for European Studies.
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Disrupting and re-imagining European studies: towards a more diverse and inclusive discipline

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