The accession pedagogy
in Diplomacy and lobbying during Turkey’s Europeanisation
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Chapter 3 focuses on the EU’s enlargement ethos. It introduces the reader to the political and technical framework of the EU’s enlargement policy and accession negotiations with third countries as soft power. It argues that the enlargement policy has a ‘pedagogical’ grounding that emerges from and produces an uneven power relationship between the EU (teacher) and Turkey (student). The accession pedagogy elicits Turkish governmental responses that are often defensive, defiant and counterproductive. These responses make sense when one considers them within the context of Turkey’s post-imperial, neo-nationalist ambitions to construct its own soft power (neo-Ottomanism) to counterbalance its power inequality with the EU. Politicians’, diplomats’ and lobbyists’ manipulation of where technical prerequisites for accession end and where political interests begin frame this accession pedagogy and its neo-Ottomanist response. Based on comparative readings of the accounts from Turkish and EU member state diplomats and lobbyists, this chapter discusses how Turkish and EU actors perform policy work as well as the power interests in this ‘pedagogical’ framework.

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