Victor Karady (1936) is emeritus research director of the French CNRS and distinguished recurrent professor at the History Department of the Central European University in Budapest. Having been educated in Budapest, Vienna and Paris (with advanced degrees in sociology and demography from the Sorbonne), he has made a dual career of historical sociologist in France in the institute headed by the late Pierre Bourdieu at the Parisian Ecole des Hautes Etudes en Sciences Sociales and, since its foundation (1992) at the Central European University in Budapest. He has recently completed an ‘Advanced team leadership’ project supported by the European Research Council (Brussels) on the training and selection of elites in six multi-cultural East Central European societies (cc. 1870-1949) and is at present partner in another international project (equally funded by the ERC) on institutional developments in the social sciences since 1945.
Main publications in history of education:
Ethnic and Denominational Inequalities and Conflicts in Elites and Elite Training in Modern Central-Europe, Budapest, John Wesley Publisher, 2012. http://mek.oszk.hu/10900/10980.
(With Peter Tibor Nagy) eds., The numerus clausus in Hungary. Studies on Academic Antisemitism in Inter-War Central Europe, Budapest, Pasts Inc., Centre for Historical Research of the Central European University, 2012. http://mek.oszk.hu/11100/11109
Changing Educational Commitment and Strategies of Noblemen in Late Feudal Hungary (cc. 1760-1848)
The paper exploits quasi exhaustive prosopographies of students from Hungary enrolled in universities and academies of higher learning from early Enlightenment up to the years of the liberal revolution. The time span of the study covers thus the last period of the feudal regime in the country which secured special political, economic, professional and cultural privileges to the nobility. The clientele of universities in the whole Habsburg Empire, the German Länder as well as the only local University, that of Nagyszombat (transferred to Buda in 1770) will be focused upon in order to draw a contrastive profile of sons of noblemen as against commoners in higher education of the late feudal times. Three major problem areas will be explored. First an attempt will be made to estimate the intensity – changing in time – of the formal-institutional educational investment of this culturally composite cluster, the Hungarus nobility. Second, the choices of academic premises (cities) – whereby local Hungarian institutions proper remained marginal for long -, faculties and branches of study will be analysed in a comparative manner for a precise identification of the ’noble pattern’ of educational options as it evolved over time. Third, various collective characteristics of the student population under scrutiny will be investigated. Among the latter ethnic background (by the nature of surnames), religion and regional origins (following data of place of birth) are the most important. The account of such background information is indeed essential for the closer examination of educational strategies of noblemen in a society of orders decisively divided by secondary socio-cultural criteria, lacking even a linguistic or a denominational majority in this period marked – in its end phase (April 1848) – by the legal disappearance of noble privileges.