International Committee-Sponsored Session: Why Europe, Why Now? American Studies in a Time of Crisis -- Networks, Exchanges, Opportunities

Session Submission Type: Non-Paper Session: Professional Development Format

Abstract

Whether you're seeking research support, exploring international collaboration, or simply need to know what support exists beyond U.S. borders, join us to connect with European colleagues committed to innovative, critical American Studies scholarship.

In an era of institutional crisis, political upheaval, and attacks on academic freedom, studying the United States from beyond its borders offers crucial opportunities for sustaining critical inquiry and fresh perspectives. This session brings together representatives from European American Studies associations, institutes, research centers, and exchange programs to explore concrete pathways for transatlantic collaboration. We'll discuss how European-based American Studies programs approach questions of power, race, and nation differently, and why these perspectives matter for understanding the contemporary moment.

We will also consider what equitable collaboration means in practice. European frameworks such as Erasmus+ have shown the long-term benefits of genuine reciprocity, extending exchange opportunities to partners worldwide. How might American Studies take inspiration from these models to create more balanced, mutually beneficial structures of mobility and collaboration? Participants will discover opportunities, including funding for research stays and fellowships, virtual collaboration networks, access to European archives and resources on American culture and politics, as well as partnerships with scholars examining the United States from external vantage points.

Sub Unit

• Annual Meeting of the American Studies Association

Chair

• Alex Lubin, Pennsylvania State University

Panelists

• Anne M Martinez, University of Groningen

• Emma Long, University of East Anglia

• Gaetano Di Tommaso, Roosevelt Institute for American Studies

• Ingrid Gessner, University of Education Vorarlberg