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Th is article investigates the genealogy of the concept of heritage in the European Commission’s (EC) policy discourse from 1973 to 2016. Based on conceptual analysis of 2,412 documents gathered from the EUR-Lex database, the uses of the concept in the EC’s policy discourse were categorized into seven thematic areas: nature, environment, and biodiversity; human habitats; economy and employment; agricultural products and foodstuffs; promotion of societal development and stability; audiovisuality and digitalization; and European identity and integration. In the EC’s discourse, heritage develops in the context of intertwined phases of EU integration and cultural Europeanization. The study indicates how the EC governs heritage mostly through implicit cultural policies included in diverse policy sectors other than culture.

Peace was a key aim in the European integration process after World War II. The present situation in Europe, I argue, also requires us to pay more attention to peace. Near the EU's borders, there is war in Ukraine and Syria, causing fear of war in some of the closest member states. In many member states, new nationalism and right-wing populism are gaining support and creating hostility, particularly against immigrants and in the context of immigration policy. At the EU's borders, refugees die on their dangerous journeys. Member and other states as well as people heading to the EU countries and those already staying in them have certain expectations about "opening" or "closing" the EU borders. Finally, among other "founding ideas" of the EU, peace has become topical in a new way as a Euro-sceptic and anti-EU atmosphere has been growing at least since the financial crisis in 2008, as Britain has decided to exit the

for their help in implementing the field research in Pécs and for providing 'insider' views of the year when Pécs was European Capital of Culture. She also thanks the coordinators of the European Capital of Culture Volunteer Programmes and all the volunteers who assisted in collecting and translating the data in Pécs, Tallinn, and Turku. Katja Mäkinen warmly thanks the organizers of the European Citizen Campus project for their good cooperation and support for the research and for providing the access to relevant sources of information. She particularly thanks Janine Fleck for granting permission to use her research interviews with the participants in the European Citizen Campus project in Freiburg, Germany. We all want to thank the many research assistants and project researchers who helped us to collect, translate, and transcribe our field research data in the EUROHERIT project. We thank following people for their hard work:

The EU still has a democratic deficit and its legitimacy is strongly questioned. This reveals the importance of citizenship and participation in the context of the challenges the EU faces today. The article contributes to the current discussions on the shifting frameworks of participation and citizenship through empirical research into the EU’s participatory governance. It asks how participation is framed in terms of scale and how these scalar framings are used to formulate citizenship in selected projects funded by the EU programmes on citizenship and culture. This microlevel analysis yields new insights into the politics of scale in the EU’s multilevel participatory governance. Frame analysis of the texts produced in these EU projects indicates how the combination of European and local scales is articulated to shape and regulate participation, citizenship and the EU as a community. The article therefore introduces a new concept, Euro-local scale, to make sense of this rehierarchisation of scales in the EU’s participatory governance.

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Learning Cultural Literacy through Creative Practices in Schools "This book takes us from what we thought cultural literacy meant, to a deeper understanding that actually supports children experiencing learning to utilize it in practice. Linking research and practice, it offers a guide to how utilizing creative arts can help children become tolerant, inclusive and empathetic to the world around them. It's definitely a book teachers and teacher educators should read!" -Long-time University of Patras academic, Dr. Julie Spinthourakis, researches and writes about diversity-identity-culture-communication issues "This book is a timely, highly articulate analysis of the relationship between cultural literacy and pedagogical practice. Taking full account of previous research into the multimodal processes whereby children transform culturally diverse, mixed forms of learning material into co-created artefacts, it highlights the importance of reinterpreting cultural literacy as an instrument of social understanding in a world marked by instability and change." -Dr. Robert Crawshaw, Senior Research Associate, Lancaster University & Research Consultant, the Missenden Centre "This book is a good example of what we can discover when children's creativity and art are considered from a socio-cultural perspective. The collection and interpretation of artistic data can be challenging. Since -as the DIALLS project shows -children can deal with abstract things in an artistic way, it is important to develop methods for utilizing art in teaching and researching children."

This article offers an ethnographically oriented, interpretive approach for the research into the democratic qualities of multi-level governance (MLG). The complex and networked MLG arrangements, such as the EU's participatory policy practices, are changing the traditional roles of public administration and politics in ways we cannot yet fully foresee. Especially, the impact on democracy is subject to debate. With two case studies, this article seeks to shift the focus of the discussion on the democratic possibilities of MLG from theoretical analysis to empirical research into local and mundane experiences concerning EU policy implementation. The cases studied are the rural development programme LEADER and the youth policy programme Youth in Action. The studies suggest that the participation of NGOs or individual citizens cannot automatically be seen as a counterbalance to administration since the participants seem capable of adopting technocratic or administrative identities and roles. In addition, participatory practices may be geared to impacting on the participants instead of functioning as their democratic opportunity to impact on governance. Therefore, the paper suggests that the assessments of democracy should not only concentrate on the formal status of the participants: a credible democratic legitimation requires both the possibility and the will to act politically.