Borderwalks as a tool to foster European Integration

Keywords: Borderwalk, Border Effects, Legal and Administrative, European Fundamental Freedoms, Didactic Tool

Abstract

This contribution examines how guided “Borderwalks”, which are structured, thematic and participatory walks along national borders, can foster European integration by raising awareness of the legal, administrative, historical and cultural dimensions of border regions. Using the Upper Rhine region between Germany, France and Switzerland as a case study, “Borderwalks” are presented as an application-oriented tool for civil society, students, politicians and public administrations. Despite the objective of overcoming borders through European integration, border regions continue to face persistent legal, administrative and social barriers. The contribution first identifies the factors that shape European identity in border regions, drawing on insights from political science, social sciences and public administration, before introducing “Borderwalks” as a practical method that combines place-based learning with dialogue among diverse stakeholders. The Upper Rhine region exemplifies both the achievements and the remaining challenges of cross-border cooperation, including fragmented legal frameworks, differing administrative procedures and limited public awareness of EU policies. “Borderwalks” create a platform to identify and discuss these obstacles through concrete locations that illustrate border effects in everyday life, such as cross-border commerce, historical sites or transport infrastructure. These examples provide opportunities to explain differences in national legislation, the functioning of the EU internal market and the historical development of European cooperation. Conducted bilingually or with simultaneous translation, “Borderwalks” also promote multilingualism and intercultural exchange. Beyond raising awareness, they can contribute to identifying practical legal and administrative solutions to cross-border barriers, such as the mutual recognition of administrative requirements or improvements in cross-border transport. As a bottom-up approach, the concept complements the objectives of ECBM 2.0 by strengthening European identity and promoting the European values of freedom of movement, democracy, and the rule of law. While centred on the Upper Rhine region, the proposed methodology is readily transferable to other European border regions.

References

Baden-Württemberg, Ministry of Education, Youth and Sport. (2025). Drittortbegegnungen. https://km.baden-wuerttemberg.de/de/schule/informationen-fuer-schuelerinnen-und-schueler/schueleraustauschprogramme-mit-frankreich/drittortbegegnungen

Badische Zeitung. (2024, May 14). Tabakladen an der Breisacher Rheinbrücke will nach Überfall mehr Sicherheit. https://www.badische-zeitung.de/tabakladen-an-der-breisacher-rheinbruecke-will-nach-ueberfall-mehr-sicherheit

BAUM cityregion. (2024, April 24). https://baumcityregion.eu/de/border-walk-juedisches-bratislava/page/2/?et_blog

Berding, U., & Selle, K. (2018). Public Space. In Academy for Territorial development in the Leibniz Association (ARL) (Ed.), Handwörterbuch der Stadt‐ und Raumentwicklung (pp. 1639–1653). https://www.arl-international.com/sites/default/files/dictionary/2021-09/public_space.pdf

Brunet-Jailly, E. (2005). Theorizing Borders: An Interdisciplinary Perspective. Geopolitics, 10(4), 633–649. https://doi.org/10.1080/14650040500318449

Brunet-Jailly, E. (2011). Special Section: Borders, Borderlands and Theory: An Introduction. Geopolitics, 16(1), 1–6. https://doi.org/10.1080/14650045.2010.493765

Centrum für Hochschulentwicklung. (2025). Third Mission der Hochschulen. https://www.che.de/third-mission/

Ehmke, T., Reusser, K., Fischer-Schöneborn, S. (2022). Theorie-Praxis-Verzahnung als konstituierendes Element des ZZL-Netzwerks. In T. Ehmke, S. Fischer-Schöneborn, K. Reusser, D. Leiss, R. Schmidt, & S. Weinhold (Eds.), Innovationen in Theorie-Praxis-Netzwerken – Beiträge zur Weiterentwicklung der Lehrkräftebildung (pp. 12–35). Beltz Juventa.

Frey, M. (2014). Bilinguale Lehre in Rechtsfächern – fachdidaktische Ansätze, Methoden und Möglichkeiten. ZDRW 4, 2014, 301–317.

Gudjons, H. (2014). Handlungsorientiert lehren und lernen: Schüleraktivierung – Selbstständigkeit – Projektarbeit. Verlag Julius Klinkhardt.

Habermas, J. (2023). Strukturwandel der Öffentlichkeit - Untersuchungen zu einer Kategorie der bürgerlichen Gesellschaft. Suhrkamp.

Kehl University of Applied Sciences. (2024). German-French borderwalk between Kehl and Strasbourg. https://www.hs-kehl.de/veranstaltung/borderwalk2024/

Khan, D. E. (2004). Die deutschen Staatsgrenzen. Mohr Siebeck.

Klafki, W. (2007). Neue Studien zur Bildungstheorie und Didaktik – Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik. Beltz Bibliothek.

Kleinschmidt, C. (2011). Einleitung: Formen und Funktionen von Grenzen. Anstöße zu einer interdisziplinären Grenzforschung. In C. Kleinschmidt, & C. Hewel (Eds.), Topographien der Grenze. Verortungen einer kulturellen, politischen und ästhetischen Kategorie (pp. 9–21). Königshausen & Neumann.

Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson FT Press.

Löw, M. (2022). The Sociology of Space. Suhrkamp.

North Dakota State University. (2012). Borderwalk: Spatial Politics and Cultural Intimacies on the U.S.-Mexican Border. https://library.ndsu.edu/ir/items/561830b9-9f58-4a91-9dca-d011efb2a103

Regional Management Oberösterreich. (2025). Borderwalk 2 – Umsetzung. https://www.rmooe.at/projekte/borderwalk-2-umsetzung/#post_content

Statista. (2026, April 9). Zigarettenpreise in Europa nach Ländern bis 2024. https://de.statista.com/statistik/daten/studie/177515/umfrage/zigarettenpreise-in-europa-nach-laendern/

SWR. (2025, February 7). Händler wütend: Viele Elsässer kaufen ihren Tabak in Deutschland. https://www.swr.de/swraktuell/baden-wuerttemberg/freiburg/viele-franzosen-kaufen-ihren-tabak-in-deutschland-100.html

University of Vienna. (2021, September). Definitionen der Third Mission an deutschsprachigen Universitäten, Recherchebericht Projektphase III. https://thirdmission.univie.ac.at/fileadmin/user_upload/i_thirdmission/Berichte/Recherchebericht_Definitionen.pdf

University of Strasbourg. (2023, March 20). Borderwalk. https://centre-jean-monnet.unistra.fr/2023/03/20/borderwalk-2/

University of Strasbourg. (2024, April 9). Borderwalk 3. https://centre-jean-monnet.unistra.fr/?s=borderwalk&submit=

University of Strasbourg. (2025). Presentation of the Franco-German Jean Monnet Centre. https://centre-jean-monnet.unistra.fr/vorstellung-jean-monnet-exzellenzzentrum/

Voisin's neighbours. (2024, April 8). Franzosen dürfen unbegrenzt Tabak aus anderen EU-Ländern mitbringen. https://www.voisins-nachbarn.eu/de/arbeit/franzosen-durfen-unbegrenzt-tabak-aus-anderen-eu-landern-mitbringen.html

Zumbach, J., Haider, K., & Mandl, H. (2008). Fallbasiertes Lernen: Theoretischer Hintergrund und praktische Anwendung. In J. Zumbach, & H. Mandl (Eds.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (pp. 1–11). Hogrefe Verlag.

Published
2026-09-15