Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004

Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demographics and organizational structures indicates which children and youth are most likely to grow up less educated and how educational systems distribute educational success and failure. Findings from a German-American comparison show that which students bear the greatest risk of becoming less educated depends largely on definitions of “special educational needs” and the institutionalization of special education systems.

The European Union’s Regionalism Diplomacy in Africa: An English School Approach. Bruges Regional Integration & Global Governance Papers [BRIGG] #2.2015

This paper proposes an innovative analytical approach to regionalism promotion by the European Union (EU) in Africa. The approach pursues the dual aim of accommodating African approaches to regionalism in EU foreign policy analysis and of expounding the centrality of diplomacy in negotiating a renewed EU-African Union relationship. The concept of ‘regionalism diplomacy’ brings the negotiated and contentious nature of EU regionalism promotion to the fore. The paper espouses contemporary English School thinking about ‘international society’ and argues that EU regionalism promotion cannot just remain the expansion of European regional international society onto Africa. Instead, EU regionalism diplomacy should acknowledge and incorporate the anticolonial pan-African roots of African regionalism. Overall, the EU should seek a more diplomacy-focused, negotiated Africa-Europe interregional relationship. The paper concludes with an outline of a pan-African approach to regionalism diplomacy and avenues for future research.