The goal of this thesis is to analyze notions of the Self and the Other conveyed by the Slovene and German readers of the late Habsburg Monarchy. The linguistically heterogeneous corpus is meant to illustrate the horizontal differences within the Habsburg educational system, while the comparison of Slovene primary and secondary school textbooks aims to show the vertical ideological discrepancies within an individual textbook production. The study has shown that the analyzed primary school readers mainly suggested Habsburg civic patriotism and regional identity as the two primary forms of identification for the monarchy's population. In this sense, they differed considerably from the Slovene secondary school readers, which, in accordance with the principles of ethnolinguistic nationalism, primarily emphasized Slovene national identity. The analyzed readers also contain a wide range of ethnotypes that reflect both wider European and narrower Habsburg and/or Slovene imagological traditions.
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