THEORY

INTRODUCTION TO FRANK SCHIMMELFENNING AND ULRICH SEDELMEIER

In this theoretical disposition we will account for Sedelmeier and Schimmelfennig’s understanding of europeanization theory.
In the book ‘The Europeanization of Central and Eastern Europe’ they define three models that each explain a different perspective of the incentives to adopt EU legislation.
In the analysis there will be made use of two models; ‘The External Incentives Model’ and ‘The Social Learning Model’. There will be an account of the models below. The models allow for different perspectives and explanations, which creates a wider framework for us to conduct an analysis within.

What makes this europeanization theory especially relevant for us, is its methodical …show more content…
This model is based on the theory of social constructivism. ‘The social learning model’ pays attention to logic of appropriateness. Therefore, in this perspective, the EU is an organization in a European international community with specific set of common norms, values and collective identity. Therefor non-member state adopts EU rules if it estimates the demands is appropriate in terms of the collective identity, norms and …show more content…
The first group of factors refers to the legitimacy of the rules and process. A given rule or law’s legitimacy suffers if nonmember states do not generally accept or apply it coherently. Usually nonmember states do not participate in the process of rulemaking. Therefore the way in which the EU rules are transferred and communicated is relevant for the adoption of the established rules. EU must engage the target states in a deliberative process which pays attention to their concerns and need when it comes to the interpretation and application of EU rules. The EU creates legitimacy by increasing ownership of EU rules in the target states. The next group of factors is about identity. Non-member states are more likely to adopt EU rules, if they can identify with the actor and society that has established the rules. ‘The social learning’ perspective also emphasizes domestic ‘resonance”. Firstly there is more openness to accept and adopt external rules if domestic rules are absent, or if the issue has become domestically delegitimated because of a crisis or policy failure. It might also increase if the EU rules somehow match the existing domestic rules, traditional rules or correspond to general domestic beliefs of good policy. However domestic rules with high consensual domestic legitimacy could complicate rule