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Research on the nexus between education and nationalism in the Habsburg Empire has often focused on the role that language may have played in top-down nationalization processes and the popular dissemination of national thought. According to contemporary nationalist logic, undergoing education in a certain language of instruction also entailed the internalization of nationalist values inherent to its corresponding nationalist movement. The present article argues that the Habsburg educational experience was much more contingent, and draws attention to the diversity of pedagogical approaches towards nationalism and nationality that could be encountered in Austrian schools during the last five decades of Habsburg rule. By using examples from German- and Slovene-language textbooks, it shows that sociopolitical, temporal, as well as institutional factors played an important role in determining the practical values and attitudes towards the nationalism that students encountered during their school years. With systematic empirical studies remaining rare, further research will be necessary to gain a fuller insight into the complexities of the Habsburg education system and its potential effects on popular collective identity formation.
This article analyzes the transformation of an image of ritual violence on the Kenyan coast from the sixteenth century to the present. Drawing on a range of sources, it shows how understandings of “mung'aro” — a ritual of senior male initiation among Mijikenda-speaking peoples — changed as it became an object of inquiry for generations of missionaries, explorers, colonial administrators, local intellectuals, and foreign historians and anthropologists. In the mid-twentieth century, mung'aro became a key feature of Mijikenda traditions of origin in Singwaya, but in such a way that it reversed the direction of a specific form of ritual violence described in nineteenth-century traditions. By focusing on the transposition and recombination of ritual motifs across practical and discursive modalities (namely, ritual and narrative), this article offers a new approach to “the limits of invention” regarding traditions of origin.