Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848–1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire. The Habsburg Empire and its successor states were home to developments that shaped Central Europe's scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn. Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848–1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy’s academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.

Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848-1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire. The Habsburg Empire and its successor states were home to developments that shaped Central Europe's scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn. Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848-1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy's academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.

Combining history of science and a history ofuniversities with the new imperial history, Universitiesin Imperial Austria 1848-1918: A Social History of a Multilingual Space byJan Surman analyzes the practice of scholarly migration and its lastinginfluence on the intellectual output in the Austrian part of the HabsburgEmpire. The Habsburg Empire and its successor stateswere home to developments that shaped Central Europe's scholarship well into thetwentieth century. Universities became centers of both state- and nation-building,as well as of confessional resistance, placing scholars if not in conflict,then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surmanreveals the Empire as a state with institutions divided by language but unitedby legislation, practices, and other influences. Such an approach allowsreaders a better view to how scholars turned gradually away fromstate-centric discourse to form distinct language communities after 1867; theseinfluences affected scholarship, and by examining the scholarly record, Surmantracks the turn. Drawing on archives in Austria, the CzechRepublic, Poland, and Ukraine, Surman analyzes the careers of several thousandscholars from the faculties of philosophy and medicine of a number of Habsburguniversities, thus covering various moments in the history of the Empire forthe widest view. Universities in ImperialAustria 1848-1918 focuses on the tension between the political andlinguistic spaces scholars occupied and shows that this tension did not lead toa gradual dissolution of the monarchy's academia, but rather to an ongoing developmentof new strategies to cope with the cultural and linguistic multitude.

The rising social and political competition of Austria's ethnic and religious groups encouraged the expansion of education, and Czech and Polish national groups and the Jewish and Protestant religious minorities benefited particularly from the growing enrollments.

Teaching the Empire explores how Habsburg Austria utilized education to cultivate the patriotism of its people. Public schools have been a tool for patriotic development in Europe and the United States since their creation in the nineteenth century. On a basic level, this civic education taught children about their state while also articulating the common myths, heroes, and ideas that could bind society together. For the most part historians have focused on the development of civic education in nation-states like Germany, France, and the United Kingdom. There has been an assumption that the multinational Habsburg Monarchy did not, or could not, use their public schools for this purpose. Teaching the Empire proves this was not the case. Through a robust examination of the civic education curriculum used in the schools of Habsburg from 1867–1914, Moore demonstrates that Austrian authorities attempted to forge a layered identity rooted in loyalties to an individual’s home province, national group, and the empire itself. Far from seeing nationalism as a zero-sum game, where increased nationalism decreased loyalty to the state, officials felt that patriotism could only be strong if regional and national identities were equally strong. The hope was that this layered identity would create a shared sense of belonging among populations that may not share the same cultural or linguistic background. Austrian civic education was part of every aspect of school life—from classroom lessons to school events. This research revises long-standing historical notions regarding civic education within Habsburg and exposes the complexity of Austrian identity and civil society, deservedly integrating the Habsburg Monarchy into the broader discussion of the role of education in modern society.

Combines historical and cultural analysis to explain the path of German liberalism.

This study of prostitution addresses issues of female agency and experience, as well as contemporary fears about sexual coercion and the forced movement of girls/women, and police surveillance. Rather than treating prostitutes solely as victims or problems to be solved, as so often has been the case in much of the literature, Nancy M. Wingfield seeks to find the historical subjects behind fin-de-si cle constructions of prostitutes, to restore agency to the women who participated in commercial sex, illuminate their quotidian experiences, and to place these women, some of whom made a rational economic decision to sell their bodies, in the larger social context of late imperial Austria. Wingfield investigates the interactions of both registered and clandestine prostitutes with the vice police and other supervisory agents, including physicians and court officials, as well as with the inhabitants of these women's world, including brothel clients and madams, and pimps, rather than focusing top-down on the state-constructed apparatus of surveillance. Close reading of a broad range of primary and secondary sources shows that some prostitutes in late imperial Austria took control over their own fates, at least as much as other working-class women, in the last decades before the end of the Monarchy. And after 1918, bureaucratic transition did not necessarily parallel political transition. Thus, there was no dramatic change in the regulation of prostitution in the successor states. Legislation, which changed regulation only piecemeal after the war, often continued to incorporate forms of control, reflecting continuity in attitudes about women's sexuality.