Ten Untaught Lessons About Central Europe

This book draws attention to selected aspects of the Central European reality and discusses interesting subjects related to the political, economic and social landscape of the region, which are in a continuous process of transformation. The book will be a useful source of knowledge, as Central Europe is still considered to be an “undiscovered island” in the “changeable waters” of contemporary international relations.

This volume brings together a set of key studies on the history of medieval Central Europe (Bohemia, Hungary, Poland), along with others specially commissioned for the book or translated, and a new introduction. This region was both an area of immigration, and one of polities in expansion. Such expansion included the settlement and exploitation of previously empty lands as well as rulers' attempts to incorporate new territories under their rule, although these attempts did not always succeed. Often, German immigration has been prioritized in scholarship, and the medieval expansion of Central Europe has been equated with the expansion of Germans. Debates then focused on the positive or negative contribution of Germans to local life, and the consequences of their settlement. This perspective, however, distorts our understanding of medieval processes. On the one hand, Central Europe was not a passive recipient of immigrants. Local rulers and eventually nobles benefited from and encouraged immigration; they played an active role. On the other hand, German immigration was not a unified movement, and cannot be equated with a drang nach osten. Finally, not just Germans, but also various Romance-speaking and other immigrant groups settled in Central Europe. This volume, therefore, seeks to present a more complex picture of medieval expansion in Central Europe.

Discusses macro-economic determinants of international migration in Europe

This comparative study harks back to the revolutionary year of 1989 and asks two critical questions about the resulting reconfiguration of Europe in the aftermath of the collapse of communism: Why did Central and East European states display such divergent outcomes of their socio-political transitions? Why did three of those states—Poland, Bulgaria, and Russia—differ so starkly in terms of the pace and extent of their integration into Europe? Rumena Filipova argues that Poland’s, Bulgaria’s, and Russia’s dominating conceptions of national identity have principally shaped these countries’ foreign policy behavior after 1989. Such an explanation of these three nations’ diverging degrees of Europeanization stands in contrast to institutionalist-rationalist, interest-based accounts of democratic transition and international integration in post-communist Europe. She thereby makes a case for the need to include ideational factors into the study of International Relations and demonstrates that identities are not easily malleable and may not be as fluid as often assumed. She proposes a theoretical “middle-ground” argument that calls for “qualified post-positivism” as an integrated perspective that combines positivist and post-positivist orientations in the study of IR.

This volume is a collection of research on academic performance. Chapters cover such topics as targeting underserved urban youth, education and science, community-based projects, pedagogy, and developing educational programs, among others. Written by experts, this book offers a comprehensive view of recent developments in the field of academic performance.

Based on culture as a complex system of rules it is too obvious that each rule has a particular range which is only exceptionally congruent with national or natural borders. In general, cultural exchange is not limited by political borders or rivers, forests, seas, or mountains. Those areas are rather transcultural, which is especially true for markets and towns. Dealing with cities like Buenos Aires or Riga, regions like Podlachia (Poland), Northern Ireland, or Bukovina, and the area of the Danube river the case studies give evidence for this thesis. The book will be of interest to researchers and students in the fields of cultural and intercultural studies.

Rev. and expanded versions of papers originally presented at three different conferences held during 1999-2000: the 24th annual conference, American Hungarian Educators' Association (Cleveland, 1999); Central European Culture Today (University of Alberta, Edmonton, Sept. 1999); annual conference, Modern Language Association (Washington, D.C., 2000).