Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Forsbach, Ralf, Die Medizinische Fakultaet der Universitaet zu Koeln in der NS-Zeit. 2023:4 (Boehlau, GW) <697-93>
ISBN 978-3-412-52770-9 hard ¥12,460.- (税込) EUR 59.00

Die Koelner Universitaetsmedizin war in der NS-Zeit an Unrecht und Verbrechen beteiligt. So wurden Mitarbeiterinnen und Mitarbeiter aus ideologischen Gruenden entlassen und verfolgt, in Frauenklinik und Chirurgischer Klinik Tausende Menschen zwangsweise sterilisiert. Auch Zwangsabtreibungen sind dokumentiert. Das Anatomische Institut profitierte von den Hinrichtungen politischer Haeftlinge im Gefaengnis "Klingelpuetz". Opposition war selten, auch die Studierenden passten sich dem Regime an. Dieses Buch schildert die Biographien wichtiger Akteure, etwa der Klinik- und Institutsdirektoren sowie des staedtischen Gesundheitsdezernenten Carl Coerper, erinnert aber auch an die Verfolgten. Dabei bleiben die Strukturen an der Medizinischen Fakultaet nicht im Dunkeln: Trotz Gleichschaltung und Gewaltregime gab es durchaus Spielraeume fuer humanes Handeln. Der Band ist reich bebildert und mit Personenregister und mehreren Uebersichtstabellen z. B. zu den Parteimitgliedschaften ausgestattet.

Raftery, Deirdre (ed.), New Turns in the History of Education in Ireland: From Policy to Practice, from Theory to Lived Reality. 134 pp. 2023:7 (Routledge, UK) <697-1207>
ISBN 978-1-03-245652-2 hard ¥31,603.- (税込) GB￡ 130.00

The chapters in this book offer a range of impressive new studies on the history of education in Ireland, based on detailed research, and drawing on important sources. This book also serves to show the healthy state of the history of education in Ireland. In particular, the book also seeks to understand how both teachers and pupils in Ireland experienced education, and how they 'received' education policies and education change. The lived reality of education is woven through the chapters in this book, while the impact of policy on education practice is illuminated many times, and with great clarity. The book is a very important contribution not only to the history of education, but also more widely to social history, women's history, church history and political history. It was originally published as a special issue of the journal History of Education.

Neyzi, Mehmet Ali, The Imperial School for Tribes: Educating the Provincial Elite in the Late Ottoman Empire. 240 pp. 2023:5 (I. B. Tauris, UK) <696-644>
ISBN 978-0-7556-4974-7 hard ¥20,663.- (税込) GB￡ 85.00

Founded in the waning years of the Ottoman Empire, the Imperial School for Tribes (Asiret Mektebi) was an initiative by Sultan Abdulhamid II to bring the sons of prominent Arab tribal leaders to Istanbul for a world-class education and transform them into loyal Ottoman future military and governmental leaders. Utilizing a plethora of new documents recently made available in the Ottoman archives as well as Ottoman newspaper collections in Istanbul and Beirut, this is the first book to shed light on the School for Tribes. It provides a detailed analysis of the origins and families of the over 500 graduates of the school, as well as the recruitment and placement processes developed by the administration. The further careers and allegiances of the graduates are examined, allowing us to better understand relations between Turks and Arabs both during the last years of the Empire as well as in the following decades. The book shows that many graduates who became prominent leaders in their newly formed countries, including Abdulmuhsin al-Sadoun (Prime Minister of Iraq), Omar Mansour and Orhan Kologlu (Prime Ministers of Cyrenaica-Libya), and Ramadan al-Shallash (Lebanon) availed of their Ottoman training and preserved their imperial loyalties even as rifts that occurred between the Republic of Turkey and the Arab states widened.

フランス第三共和政における女性と教育の政治
Clark, Linda, Women and the Politics of Education in Third Republic France. 320 pp. 2023:5 (Oxford U. Pr., US) <696-789>
ISBN 978-0-19-763286-4 hard ¥16,160.- (税込) US$ 83.00

Cohen Yanarocak, Hay Eytan, The Evolution of the Turkish School Textbooks from Atatuerk to Erdogan. 272 pp. 2022:10 (Lexington Books, US) <695-1820>
ISBN 978-1-66691-696-6 hard ¥21,417.- (税込) US$ 110.00

This book narrates and analyzes a century of the Turkish education system and textbook indoctrination starting from the foundation of the republic until today. This book divides the history of Turkish education into five periods: Single party government (1923-1950), Menderes' Democrat Party government (1950-1960), the 1960 coup generals and their successors' governments (1960-1980), the Turkish-Islam Synthesis oriented Atatuerkist governments (1980-2002) and finally the Justice and Development Party (AKP) government (2002-....). By using the content analysis method the book exposes Kemalism's metamorphosis into "Turkish-Islam Synthesis" influenced Atatuerkism and for the first time analyzes this post-1980 official ideology's indoctrination through history, religious studies, civics, and national security knowledge textbooks. This book goes beyond the Atatuerkist period and examines the gradual but drastic Islamization of the whole curriculum and school textbooks at the expense of Atatuerkism under the AKP. In this framework, this book highlights the recent penetration of controversial concepts such as Neo-Ottomanism, Jihad, and Pan-Turkism into the current Turkish school textbooks. Certainly, the ramifications of the current textbooks will influence the lives of millions of people. Therefore, in order to understand the current political environment in Turkey, this book will function as a manual.

Hailu, Alem / Camara, Mohamed S. / Abidde, S. O. (eds.), Historically Black Colleges and Universities in a Globalizing World: The Past, Present, and Future. 232 pp. 2022:11 (Lexington Books, US) <695-1696>
ISBN 978-1-66690-274-7 hard ¥19,470.- (税込) US$ 100.00

Historically Black Colleges and Universities were established to provide the opportunity for higher education to people of African descent in the era of segregation. The visions, values, and heritages these schools embodied enabled them to chart new frontiers of learning, scholarship, and public engagement for and beyond the United States. Historical Black Colleges and Universities in a Globalizing World: The Past, the Present, and the Future, edited by Alem Hailu, Mohamed S. Camara, and Sabella O. Abidde examines the history and contribution of these institutions in the broader national and global sociopolitical context of the changes taking place in the nation and the world. Collectively, the contributors offer reflections and visions by both looking back and forward to find viable answers to the challenges and opportunities HBCUs face in the new century and beyond. They argue that as the world convulses by the new global dynamics of emerging pandemics, economic dislocations, and resource constraints, HBCUs are uniquely positioned to meet these challenges.

Yares, Laura, Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America. (North American Religions) 272 pp. 2023:8 (New York U. Pr., US) <694-145>
ISBN 978-1-4798-2227-0 hard ¥7,593.- (税込) US$ 39.00

Charts how changes to Jewish education in the nineteenth century served as a site for the wholescale reimagining of Judaism itself The earliest Jewish Sunday schools were female-led, growing from one school in Philadelphia established by Rebecca Gratz in 1838 to an entire system that educated vast numbers of Jewish youth across the country. These schools were modeled on Christian approaches to religious education and aimed to protect Jewish children from Protestant missionaries. But debates soon swirled around the so-called sorry state of "feminized" American Jewish supplemental learning, and the schools were taken over by men within one generation of their creation. It is commonly assumed that the critiques were accurate and that the early Jewish Sunday school was too feminized, saccharine, and dependent on Christian paradigms. Tracing the development of these schools from their inception through the first decade of the twentieth century, this book shows this was not the reality. Jewish Sunday Schools argues that the work of the women who shepherded Jewish education in the early Jewish Sunday school had ramifications far outside the classroom. Indeed, we cannot understand the nineteenth-century American Jewish experience, and how American Judaism sought to sustain itself in an overwhelmingly Protestant context, without looking closely at the development of these precursors to Hebrew School. Jewish Sunday Schools provides an in-depth portrait of a massively understudied movement that acted as a vital means by which American Jews explored and reconciled their religious and national identities.

Dalton, Susan, Gender, Mediation and Popular Education in Venice, 1760-1830. (Routledge Studies in Eighteenth-Century Cultures and Societies) 320 pp. 2023:5 (Routledge, UK) <694-1190>
ISBN 978-1-03-219096-9 hard ¥31,603.- (税込) GB￡ 130.00

Gender, Mediation and Popular Education in Venice, 1760-1830 examines how women with enough cultural capital could turn their identity as representatives of "the public" - those on the receiving end of education - to their advantage, producing knowledge under the guise of relaying it.Author Susan Dalton looks at the question of how elite women turned their reputation for ignorance into an opportunity to establish themselves as authors at the dawn of the nineteenth century in Venice. Many literary figures saw women as a group in need of education. By deploying essentialist understandings of femininity, whereby women possessed superior moral virtue but deficient rationality, these women entered the publishing world as cultural mediators, identified by contemporaries as key players in the social projects of public education and moral edification central to the European Enlightenment. Focussing on Isabella Teotochi Albrizzi and Giustina Renier Michiel, both renowned Venetian authors, the author introduces two well-known Italian women of letters to English-speaking scholars; re-evaluates the impact of their writing in Italy and raises questions about female authorship across Europe; broadens our conceptions of gender norms; and enriches our knowledge of a little-known period of women's writing in Italy.This volume is an essential resource for students and scholars alike interested in women's and gender history, early modern history and social and cultural history.

E.ジョスリン、B.ストロナク著　テンプル大学ジャパンの歴史－国際教育の実験
Joslyn, Richard / Stronach, Bruce, The History of Temple University Japan: An Experiment in International Education. 264 pp. 2023:6 (Temple U. Pr., US) <694-1237>
ISBN 978-1-4399-1949-1 hard ¥19,470.- (税込) US$ 100.00
ISBN 978-1-4399-1950-7 paper ¥5,841.- (税込) US$ 30.00

When Temple University Japan (TUJ) was founded in 1982-to advance the mission of international higher education-the university had few ties to Japan, or any other Asian country. However, more than 40 years later, TUJ has overcome substantial obstacles and remains the only American university campus in Japan, gaining legitimacy and considerable respect as an international institution of higher education. In The History of Temple University Japan, two former TUJ Deans, Richard Joslyn and Bruce Stronach, explore the creation, development, and maturation of TUJ, and present a case study of how Temple University successfully created an overseas branch campus. The authors recount the development of the academic program, the recruitment of students, and the support from Temple that enabled curricular and pedagogical improvement. They also address the university's relationships with three Japanese partners, and the financial threats and crises TUJ faced over the decades. The History of Temple University Japan is not only an important documentation of TUJ, but also a history of U.S.-Japanese relations. What emerges is the significant impact TUJ has had on the thousands of students, faculty, and staff who have been a part of this international academic institution.

Alridge, Derrick P. / Hale, Jon N. et al. (eds.), Schooling the Movement: The Activism of Southern Black Educators from Reconstruction through the Civil Rights Era. 296 pp. 2023:5 (U. South Carolina Pr., US) <693-1565>
ISBN 978-1-64336-374-5 hard ¥20,441.- (税込) US$ 104.99
ISBN 978-1-64336-375-2 paper ¥6,812.- (税込) US$ 34.99

A fresh examination of an underexplored aspect of the civil rights movement-teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.

Burchill, Mary Dresser / Hoagland, Norma Decker, The Life and Legacy of Elizabeth Miller Watkins: A Pioneering Philanthropist. 240 pp. 2023:5 (U. Pr. Kansas, US) <693-1566>
ISBN 978-0-7006-3423-1 paper ¥4,857.- (税込) US$ 24.95

Few women have had a more significant impact on the development and growth of Lawrence, Kansas, and the University of Kansas than Elizabeth Miller Watkins. Elizabeth Josephine Miller was born in Ohio in 1861 and moved with her family to Lawrence when she was a child. She attended the University of Kansas's preparatory school in the 1870s but could not complete her education when a family financial crisis forced her to seek employment. She started working at the J. B. Watkins Land and Mortgage Company in 1887 as a secretary and in 1909 she married the company's founder and owner, Jabez Watkins. Together the Watkinses dedicated themselves to philanthropy and were committed to giving all their wealth, as Elizabeth said, "for the good of humanity, chiefly here in Lawrence." Jabez died in 1921, leaving Elizabeth to manage the family fortune alone.Elizabeth wished to give women the opportunity for higher education that she herself had never received. In 1925, the Kansas Board of Regents approved her request to have a women's scholarship hall built at KU. Watkins Hall, named in memory of her late husband, was constructed close to Elizabeth's home-now the Chancellor's residence-and was followed a decade later by the construction Miller Hall in 1936. As two of the twelve scholarship halls at the University of Kansas today, Watkins and Miller Halls are home to a vibrant cohort of young female scholars and an active alumnae community who continue the philanthropic vision of Elizabeth Miller Watkins.In 1929, Elizabeth donated $200,000 for the new Lawrence Memorial Hospital to be built at 3rd and Maine, where it remains today. She also established the first on-campus healthcare provider, Watkins Memorial Hospital at the University of Kansas (now Twente Hall) in 1931.In this charming biography, Mary Dresser Burchill and Norma Decker Hoagland's extensive research successfully paints a portrait of a remarkable woman whose generosity endures at KU and in Lawrence brings to light the astonishing legacy of one of the city's leading philanthropists.

Marion, Melody / Ford, Amanda, Carson-Newman University: From Appalachian Dream to Thriving Educational Community. 360 pp. 2023:6 (U. Tennessee Pr., US) <693-1568>
ISBN 978-1-62190-816-6 hard ¥6,804.- (税込) US$ 34.95

Rich, Daniel, The Biden School and the Engaged University of Delaware, 1961-2021. 222 pp. 2023:3 (U. Delaware Pr., US) <693-1569>
ISBN 978-1-64453-296-6 hard ¥15,566.- (税込) US$ 79.95
ISBN 978-1-64453-295-9 paper ¥5,831.- (税込) US$ 29.95

This book reviews the history of the Joseph R. Biden, Jr. School of Public Policy and Administration from 1961 to 2021. The focus is on the school's accomplishments over its first sixty years, how they were achieved, and why they are significant. The analysis describes the challenges and opportunities that shaped the school's development and its emergence as one of the nation's leading public affairs schools. What began in 1961 as an experimental program supported by a single external grant emerged six decades later as one of the nation's leading comprehensive schools of public affairs. That transformation unfolded during one of the most dynamic periods in the history of higher education when the public purpose of universities was expanded. The history of the Biden School is a story of institutional innovation, perseverance, adaptation, and resilience.

Scribner, Campbell F., A is for Arson: A History of Vandalism in American Education. (Histories of American Education) 240 pp. 2023:7 (Cornell U. Pr., US) <693-1571>
ISBN 978-1-5017-7072-2 hard ¥7,194.- (税込) US$ 36.95

In A is for Arson, Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are longstanding tensions between freedom and authority, and between wantonness and reason. Property destruction is not simply a moral failing, to be addressed with harsher punishments; nor can the problem be solved through more restrictive architecture or policing. Scribner argues that education itself is a source of intractable struggle, and that vandalism is often the result of an unruly humanity. To understand schooling in the United States, one must first confront the all-too-human emotions that have led to fires, broken windows, and graffiti.A is for Arson captures those emotions through new historical evidence and diverse theoretical perspectives, helping readers understand vandalism variously as a form of political conflict, as self-education, and as sheer chaos. By analyzing physical artifacts as well as archival sources, Scribner offers new perspectives on children's misbehavior and adults' reactions, and allows readers to see the complexities of education-the built environment of teaching and learning, evolving approaches to youth psychology and student discipline-through the eyes of its often resistant subjects.

Shelton, Jon, The Education Myth: How Human Capital Trumped Social Democracy. (Histories of American Education) 270 pp. 2023:3 (Cornell U. Pr., US) <693-1572>
ISBN 978-1-5017-6814-9 hard ¥8,167.- (税込) US$ 41.95

The Education Myth questions the idea that education represents the best, if not the only, way for Americans to access economic opportunity. As Jon Shelton shows, linking education to economic well-being was not politically inevitable. In the eighteenth and nineteenth centuries, for instance, public education was championed as a way to help citizens learn how to participate in a democracy. By the 1930s, public education, along with union rights and social security, formed an important component of a broad-based fight for social democracy.Shelton demonstrates that beginning in the 1960s, the political power of the education myth choked off powerful social democratic alternatives like A. Philip Randolph and Bayard Rustin's Freedom Budget. The nation's political center was bereft of any realistic ideas to guarantee economic security and social dignity for the majority of Americans, particularly those without college degrees. Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and Bill Clinton, Republicans like George W. Bush also pushed the education myth. The result, over the past four decades, has been the emergence of a deeply inequitable economy and a drastically divided political system.

Smid, Harm Jan, Theory and Practice: A History of Two Centuries of Dutch Mathematics Education. (International Studies in the History of Mathematics and its Teaching) 313 pp. 2022:12 (Springer, GW) <693-1573>
ISBN 978-3-031-21872-9 hard ¥29,565.- (税込) EUR 139.99

This book describes and analyses the history of Dutch mathematics education from the point of view of the changing motivations behind the teaching of mathematics over a 200 year period. During the course of the 19th century, mathematics in the Netherlands developed from a topic for practitioners into a school topic that was taught to almost all pupils of secondary education. As mathematics teaching gradually lost its practical orientation and became more and more motivated on the basis of its supposed formative value, the HBS (Hogere Burgerschool), the Dutch variant of the German Realschule, became the dominant school of thought for mathematics pedagogy. This book examines the gradual development of the field, culminating in the country-wide adoption of Realistic Mathematics Education as the new method of mathematics teaching. This book is important for anyone who is interested in the history of mathematics education. It provides an interesting perspective on the development of mathematics education in a country that, in many aspects, went its own way.

Sarnowsky, Juergen, Bildung und Wissenschaft im Mittelalter. (Nova Mediaevalia 23) 367 S. 2022:12 (V & R unipress, GW) <693-111>
ISBN 978-3-8471-1485-7 hard ¥10,560.- (税込) EUR 50.00

Die Vielgestaltigkeit und Tiefe mittelalterlicher Bildung und Wissenschaft wird haeufig unterschaetzt. Gerade das spaetere Mittelalter entwickelte eine Fuelle von Ansaetzen und Konzepten, aber auch schon das Denken der antiken oder fruehmittelalterlichen Menschen war aehnlich komplex wie das der Spaeteren. Bedeutsame Entwicklungen vollzogen sich im Mittelalter zum einen im Bereich der Bildungsinstitutionen, von den Kloster- und Kathedralschulen bis zu den Universitaeten und zum Schulwesen des spaeteren Mittelalters, zum anderen in den verschiedenen Disziplinen, von den sieben freien Kuensten ueber Philosophie, Theologie, Recht, Geschichtsschreibung und politische Theorie bis zu den mechanischen und magischen Kuensten. Dabei geht es keineswegs darum, im hegelianischen Sinne einen Prozess der allmaehlichen Bewusstwerdung des menschlichen Geistes nachzuzeichnen. Der Band zeigt vielmehr die wachsende Vielfaeltigkeit der Gedankenwelten, sowohl in einem chronologischen Durchgang durch die Geschichte der Institutionen und der Lehrplaene als auch in Ueberblicken ueber die mittelalterliche Entfaltung der Faecher und Themen. The diversity and depth of medieval literacy and scientific thought has often been underestimated. Even though there was no continuous process of rising human consciousness and awareness and no rise of complexity in thought in comparison between antiquity, the earlier and the later middle ages, there was a growing corpus of knowledge and an intense development of institutions, starting from the monastic and cathedral schools and leading to universities and other later forms of schools. The book follows these developments as well as the evolvement of the various disciplines, starting from the seven liberal arts, philosophy, theology and law to history, political theory, and the seven mechanical and magical arts. Thus, it will demonstrate the rising compexity of scientific ideas and methodological approaches which provided an important starting point for the modern developments.

熊野留理子著　占領された日本－学問の自由の残存
Kumano, Ruriko, Japan Occupied: Survival of Academic Freedom. 290 pp. 2023:2 (Springer, GW) <693-1000>
ISBN 978-981-19-8581-2 hard ¥23,229.- (税込) EUR 109.99

This book documents Japan's psychological deterioration caused by its defeat in August 1945. Also, Japan's traumatic transformation from authoritarianism to democracy is detailed. The study exposes an ideological war between the Soviet Union and the USA within American-occupied Japan, which triggered violent polarization among the Japanese. Under General MacArthur's tutorage, the defeated Japanese were expected to become a peace-loving people, but the Cold War derailed Japan's progress toward freedom and democracy. The "Red Purge," instituted by MacArthur's Headquarters (GHQ) from 1949 to 1950, triggered the devastating side effects on Japan's academic freedom and freedom of speech. Stanford University Professor Dr. Walter C. Eells (1886-1962) served at the GHQ as an influential education adviser and became the most vocal advocate of the Red Purge. Japanese Marxist historians have constructed the popular postwar narrative of the Red Purge, blaming the GHQ for every failure. The vast archival materials, including the GHQ papers, Eells papers, and Japanese-language documents, revealed that the Red Purge was a serious propaganda battle between the Americans and the Soviets in a war-torn Japan. This propaganda war engendered the violently polarized political climate, in which the conservative Japanese government behaved according to the dictates of US Cold War policy. By revealing feverish tensions within the GHQ regarding communist influences in Japanese universities, this study sheds bright new light on the Red Purge and its lasting impact on Japan's political future.

Bialystok, Lauren / Andersen, Lisa M. F., Touchy Subject: The History and Philosophy of Sex Education. (History and Philosophy of Education Series) 232 pp. 2022:12 (U. Chicago Pr., US) <692-818>
ISBN 978-0-226-82216-7 hard ¥18,496.- (税込) US$ 95.00 *
ISBN 978-0-226-82218-1 paper ¥4,867.- (税込) US$ 25.00 *

A case for sex education that puts it in historical and philosophical context. In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people's needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it's worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future. Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of "comprehensive sex education" while making room for contextual variation. More than giving an honest run-down of the birds and the bees, sex education should respond to the features of young people's evolving worlds, especially the digital world, and the inequities that put some students at much higher risk of sexual harm than others. Throughout the book, the authors show how sex education has progressed and how the very concept of "progress" remains contestable.

Groezinger, Karl Erich, Die erste juedische Universitaet in Berlin: Das Ringen um juedische Bildung vom 18.-20. Jahrhundert. 336 S. 2023:3 (Campus, GW) <692-819>
ISBN 978-3-593-51700-1 hard ¥11,404.- (税込) EUR 54.00

Die erste saekulare juedische Universitaet wurde 1856 unter dem Namen ihres Stifters, Veitel Heine Ephraimsche Lehranstalt, in Berlin gegruendet. Die Veitelsche Hochschule stand in dezidierter Kontroverse zu den rabbinischen Schulen wie auch zu der 1872 gegruendeten Berliner Hochschule fuer die Wissenschaft des Judentums. Um 1900 war sie der Hort eines von den Studenten in die Oeffentlichkeit getragenen innerjuedischen Kulturkampfes ums Umgehen befugter Institutionen, dem sukzessiven Einschleichen neuer Bildungsinhalte und Reformschritte, dem Verfechten von Recht, Politik und saekularer Ideen. Karl Erich Groezinger zeichnet in seinem neuen Buch das Bild eines lebendigen, streitbaren Judentums vom 18. bis zum 20. Jahrhundert, das selbst mit Koenig und Behoerden ringt.

Hochschullehrerbund hlb (Hrsg.), 50 Jahre hlb: Festschrift. 330 S. 2022:10 (Nomos, GW) <692-820>
ISBN 978-3-7560-0005-0 hard ¥17,740.- (税込) EUR 84.00 *

50 Jahre Hochschullehrerbund hlb geben Anlass zu einem Rueck- und Ausblick auf die erfolgreiche Verbandsarbeit. Die Festschrift bringt Reflexionen aus dem Kreis der Aktiven mit Perspektiven von Weggefaehrten und Stimmen aus der Politik zusammen. Sie zeigt, dass die Professorinnen und Professoren der Hochschulen fuer angewandte Wissenschaften eine Schluesselrolle im Wissenschafts- und Innovationssystem und an der Schnittstelle zwischen Wissenschaft und Gesellschaft einnehmen. In Zukunft brauchen sie mehr Zeit fuer Forschung und Transfer, einen Ausbau des eigenstaendigen Promotionsrechts sowie eine konsequente Fokussierung auf ihre typenbildende Doppelqualifikation aus Berufspraxis und wissenschaftlicher Expertise. Mit Beitraegen von Prof. Dr. Peter-Andre Alt; Prof. Dr.-Ing. Frank Artinger; Prof. Dr. Franz-Xaver Boos; Dr. Thomas Brunotte, MBA; Prof. Dr. Uta Gaidys; Kai Gehring, MdB; Dennis Hillemann; Thomas Jarzombek, MdB; Joe Kaeser; Prof. Dr. Bernhard Kempen; Prof. Dr. Karim Khakzar; Prof. Dr. Anne Lequy; Prof. Ursula Maennle; Prof. Dr. Nicolai Mueller-Bromley; Prof. Michael Murphy; Dr. Karla Neschke; Prof. Dr. Peter Riegler; Prof. Dr.-Ing. Peter Ritzenhoff; Dr. Isabell Roessler; Christian Schaft, MdL; Prof. Dr.-Ing. Joern Schlingensiepen; Tobias Schulze, MdA; Bettina Stark-Watzinger; Prof. Dr. Thomas Stelzer-Rothe; Prof. Dr. Jochen Struwe; Prof. Dr. Ute von Lojewski; Prof. Dr. Armin Willingmann; Prof. Dr. Andreas Zaby und Prof. Dr. Frank Ziegele.

Maaser, Michael, Universitaet und Studierende: Die studentische Beteiligung an der Universitaet Frankfurt von ihrer Gruendung bis in die 1930er Jahre. (Schriftenreihe des Frankfurter Universitaetsarchivs 8) 304 S. 2023:5 (Wallstein Vlg., GW) <692-822>
ISBN 978-3-8353-5433-3 paper ¥6,758.- (税込) EUR 32.00

Die Geschichte der Frankfurter Studierenden, erstmals anhand von Quellen dargestellt und erzaehlt. Universitaeten heben die Akten auf, die fuer ihre Verfassung und Rechtsgeschaefte ueberzeitlichen Wert versprechen. Dabei geht es ihnen um Quellen fuer eine Meistererzaehlung, die ueber Generationen weitergegeben und bewahrt wird, oder um ihren Gruendungsmythos. Lernende kommen in solchen Geschichten seltener vor als Lehrende. Gerade weil es in den offiziellen universitaeren Akten nicht in der Hauptsache um Studierende geht, besitzen sie fuer die Geschichte der Studentinnen und Studenten einen hohen Quellenwert. Pointiert gesagt, geht es in diesem Buch um die Frankfurter Studierenden aus der Sicht der Verwaltung. Von daher ist das Buch nicht nur das Wagnis, die Studierenden einer bestimmten Universitaet als solche zu identifizieren und die Art ihrer Teilhabe an der akademischen Korporation auszumachen, sondern auch ein Beitrag zur Verwaltungsgeschichte und zum Innenleben einer Universitaet.

Pietsch, Tamson, The Floating University: Experience, Empire, and the Politics of Knowledge. 320 pp. 2023:4 (U. Chicago Pr., US) <692-823>
ISBN 978-0-226-82516-8 hard ¥7,788.- (税込) US$ 40.00

Kimball, Bruce A., Wealth, Cost, and Price in American Higher Education: A Brief History. 336 pp. 2023:3 (Johns Hopkins U. Pr., US) <692-219>
ISBN 978-1-4214-4500-7 hard ¥9,725.- (税込) US$ 49.95

Colleges and universities are richer than ever-so why has the price of attending them risen so much?As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In Wealth, Cost, and Price in American Higher Education, Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades.In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost double helix, the new tactics in fundraising and endowment investing that fueled it, and economists' efforts to understand it.Using extensive archival, documentary, and quantitative research, Kimball and Iler trace the shifting public perception of higher education and its correlation with rising costs, stagnating wages, and explosive student debt. They show how stratification of wealth in higher education became tightly interwoven with wealth inequality in American society. This relationship raises fundamental questions about equity in US higher education and its contribution to social mobility and democracy.

Collier, Caleb, Theoretical and Historical Evolutions of Self-Directed Learning: The Case for Learner-Led Education. (Routledge Research in Education) 200 pp. 2023:4 (Routledge, UK) <691-1112>
ISBN 978-1-03-241252-8 hard ¥29,172.- (税込) GB￡ 120.00

This book analyses the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of Self-Directed Learning.It utilises philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that Self-Directed Learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed 'Eudemonic Self-Directed Learning', for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and its potential for contemporary practice.

Schul, James E., Historical and Contemporary Foundations of Social Studies Education: Unpacking Implications for Civic Education and Contemporary Life. (Routledge Research in Character and Virtue Education) 168 pp. 2023:2 (Routledge, UK) <691-1113>
ISBN 978-1-03-244299-0 hard ¥10,936.- (税込) GB￡ 44.99 *

This book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education. Drawing out key significant historical moments within the development of social studies education, it provides a compelling historical narrative of the ideas that shaped the unique curricular field of social studies education. This book resynthesizes each historical stage to show how it resonates with contemporary life and effectively helps readers bridge the gap between theory and practice. Focusing on the key ideas of the field and the primary individuals who championed those ideas, the author provides a clear, concise, and sharply pointed encounter with social studies education that illuminates the connection from research to practice. Researchers of social studies education will find this book to be a worthy contribution to the ever-important struggle to better understand the type of civic education necessary for the perpetuation of democratic life in the United States. It will also appeal to educational researchers and teacher educators with interests in the history of education, teacher education, civic education, moral education, and democracy.

Volansky, Ami, The Three Waves of Reform in the World of Education 1918 - 2018: Students of Yesterday, Students of Tomorrow. 480 pp. 2023:1 (Springer, GW) <691-1114>
ISBN 978-981-19-5770-3 hard ¥29,565.- (税込) EUR 139.99 *

This book reviews one hundred years of educational reforms worldwide. Characterized by a tension between governing public and professional forces, the waves of educational reform reflect myriad efforts to define and fulfill professional and public expectations for the world of education. The first wave of reform, based on "progressive" ideals, spread across the globe after World War I, striving to place the student at the center of the education process and respond to the diverse needs of children and youth in a world that included massive population shifts. The second wave nearly obliterated the ideals of the progressive movement that had prevailed for sixty years. Drawing its principles from the business world, the second wave imposed competition, uniform standards, and measurable outputs on students, teachers, and schools, even at the cost of harming at-risk populations and encouraging the infiltration of private sector values into public education systems.The third wave was launched at the turn of the twenty-first century. Seeking to adjust instructional methods to modern reality, this reform rejected standardized curricula in favor of developing skills such as independent thinking, curiosity, innovation, collaboration among learners, and the ability to mine and process information.Book I reviews the three waves of reform in the United States, England, Canada, Japan, Singapore, Hong Kong, Australia, and Finland. Book II focuses on Israel's education system - past, present, and future.

O'Neil, Mary Anne (tr. & annotated, with an Intro. & Commentary), Three Centuries of Girls' Education: Regulations of the Ursuline Nuns of the Congregation of Paris. 186 pp. 2022:10 (Louisiana State U. Pr., US) <690-1149>
ISBN 978-0-8071-7788-4 hard ¥11,682.- (税込) US$ 60.00 *
ISBN 978-0-8071-7884-3 paper ¥5,841.- (税込) US$ 30.00 *

In Three Centuries of Girls' Education, Mary Anne O'Neil offers both an examination and the first English translation of Les Reglemens des religieuses Ursulines de la Congregation de Paris. Published in 1705, Regulations is the first pedagogical system explicitly designed for the education of girls. It is also one of the few surviving documents describing the day-to-day operations of early Ursuline schools. O'Neil traces the history of the document from the writings of the Italian foundress of the Ursulines, to the establishment of the religious order in Paris in 1612, to the changes in the organization of Ursuline schools in nineteenth-century France, and, finally, to Mother Marie de St. Jean Martin's spirited defense of the traditional French Ursuline method after World War II. In the eighteenth century, New Orleans Ursulines used the Regulations as a guide to establish their schools and teaching methods. Overall, O'Neil's history and translation recover a vital source for historians of the early modern era but will also interest scholars in the fields of education history and female religious life.

The Presidential Committee on the Legacy of Slavery, The Legacy of Slavery at Harvard: Report and Recommendations of the Presidential Committee. 288 pp. 2022:9 (Harvard U. Pr., US) <690-1150>
ISBN 978-0-674-29240-6 hard ¥4,273.- (税込) US$ 21.95 *

Harvard's searing and sobering indictment of its own long-standing relationship with chattel slavery and anti-Black discrimination.In recent years, scholars have documented extensive relationships between American higher education and slavery. The Legacy of Slavery at Harvard adds Harvard University to the long list of institutions, in the North and the South, entangled with slavery and its aftermath.The report, written by leading researchers from across the university, reveals hard truths about Harvard's deep ties to Black and Indigenous bondage, scientific racism, segregation, and other forms of oppression. Between the university's founding in 1636 and 1783, when slavery officially ended in Massachusetts, Harvard leaders, faculty, and staff enslaved at least seventy people, some of whom worked on campus, where they cared for students, faculty, and university presidents. Harvard also benefited financially and reputationally from donations by slaveholders, slave traders, and others whose fortunes depended on human chattel. Later, Harvard professors and the graduates they trained were leaders in so-called race science and eugenics, which promoted disinvestment in Black lives through forced sterilization, residential segregation, and segregation and discrimination in education.No institution of Harvard's scale and longevity is a monolith. Harvard was also home to abolitionists and pioneering Black thinkers and activists such as W. E. B. Du Bois, Charles Hamilton Houston, and Eva Beatrice Dykes. In the late twentieth century, the university became a champion of racial diversity in education. Yet the past cannot help casting a long shadow on the present. Harvard's motto, Veritas, inscribed on gates, doorways, and sculptures all over campus, is an exhortation to pursue truth. The Legacy of Slavery at Harvard advances that necessary quest.

Palabiyik, Nil Oe., Silent Teachers: Turkish Books and Oriental Learning in Early Modern Europe, 1544-1669. (Routledge Studies in Renaissance and Early Modern Worlds of Knowledge) 288 pp. 2023:3 (Routledge, UK) <689-632>
ISBN 978-0-367-35978-2 hard ¥29,172.- (税込) GB￡ 120.00

Silent Teachers considers for the first time the influence of Ottoman scholarly practices and reference tools on oriental learning in early modern Europe. Telling the story of oriental studies through the annotations, study notes and correspondence of European scholars, it demonstrates the central but often overlooked role that Turkish-language manuscripts played in the achievements of early orientalists. Dispersing the myths and misunderstandings found in previous scholarship, the book offers a fresh history of Turkish studies in Europe and new insights into how Renaissance intellectuals studied Arabic and Persian through contemporaneous Turkish sources.This story hardly has any dull moments: the reader will encounter many larger-than-life figures, including an armchair expert who turned his alleged captivity under the Ottomans into bestselling books; a drunken dragoman who preferred enjoying the fruits of the vine to his duties at the Sublime Porte; and a curmudgeonly German physician whose pugnacious pamphlets led to the erasure of his name from history. Taking its title from the celebrated humanist Joseph Scaliger's comment that books from the Muslim world are 'silent teachers' and need to be explained orally to be understood, this study gives voice to the many and varied Turkish-language books that circulated in early modern Europe and proposes a paradigm-shift in our understanding of early modern erudite culture.

Willis, Arlette Ingram, Anti-Black Literacy Laws and Policies. 304 pp. 2023:3 (Routledge, UK) <689-633>
ISBN 978-1-03-228296-1 hard ¥29,172.- (税込) GB￡ 120.00
ISBN 978-1-03-227500-0 paper ¥6,560.- (税込) GB￡ 26.99

A COUNTERNARRATIVEThis groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. A counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy.In illuminating chapters, Willis exposes, interrogates, and analyzes incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. Chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers' progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the US and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the US, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to the present-day laws and policies.A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

Hall, Andrew / Yuh, Leighanne (eds.), Education, Language and the Intellectual Underpinnings of Modern Korea, 1875-1945. (Brill's Korean Studies Library 6) 240 pp. 2022:12 (Brill, NE) <688-833>
ISBN 978-90-04-51254-2 hard ¥21,120.- (税込) EUR 100.00

Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle-sometimes overlapping, at other times competing-resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.

Phipps, Pauline A., A Victorian Educational Pioneer's Evangelicalism, Leadership, and Love: Maynard's Mistakes. 180 pp. 2022:11 (Palgrave Macmillan, UK) <688-1143>
ISBN 978-3-031-13998-7 hard ¥8,445.- (税込) EUR 39.99

This book examines the relatively unknown English late-Victorian educational pioneer, Constance Louisa Maynard (1849-1935), whose innovative London-based Westfield College produced the first female BAs in the mid-1880s. An atypical and powerful woman, Maynard is also notable for her unique knowledge of psychology and patriotic Evangelicalism, both of which profoundly shaped her ambitions and passions. In contrast to most history about an individual's life, this book builds a fascinating life story based upon evidence and clues from minutia. The focus is on nine enigmatic actions motivated by Maynard in her quests for educational leadership, global conversion, and same-sex love. Maynard's acts that she called "mistakes," caused deep enmities with administrators and college women. Yet amid her trials and conflicts Maynard made key decisions about her public and private life. Moreover, her so-called mistakes reveal astonishing new insights into a past mindset and the rapidly changing world in which Maynard lived.

Doff, Sabine / Smith, Richard (eds.), Policies and Practice in Language Learning and Teaching: 20th-century Historical Perspectives. (Languages and Culture in History) 2022:11 (Amsterdam U. Pr., NE) <688-1164>
ISBN 978-94-6372-204-9 hard ¥28,199.- (税込) GB￡ 116.00

This book brings together studies from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK which explore links between policy and practice in language teaching in the twentieth century. The 14 contributions set out to expand the remit of 'grounded history' within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and linking these to practices and to contexts, situating policy formulation in particular contexts on the one hand, and exploring the relationship between policy and practice on the other. In this sense, the book shows how the theories, policy pronouncements, curricula, textbooks, and overall teaching approaches which tend to feature in most histories of language teaching always emerge from particular, researchable contexts, and, in the other direction, are interpreted and responded to in practice, again, in particular contexts. In this way, we hope to contribute a context-based perspective that highlights diversity of practices, in opposition to received views that language teaching methodology is 'universal' and context-free.

Ridderikhoff, Cornelia M. / Ridder-Symoens, Hilde (eds.), Les registres-matricules de la nation germanique de l'ancienne Universite d'Orleans, 1602-1689: Avec un supplement 1721-1781. (Education and Society in the Middle Ages and Renaissance 59) 640 pp. 2022:12 (Brill, NE) <688-1167>
ISBN 978-90-04-52947-2 hard ¥38,649.- (税込) EUR 183.00

In 1602 the Germanic nations decided to separate the registration of new members from the 'texte des rapports' in the Livres des procurateurs, 1444-1602. The 'registres-matricules' that were subsequently utilised (Archives Departementales du Loiret D 242 and D 243) show that in the seventeenth century a large group of young people from many countries found their way to Orleans, as students at the famous law school.

De Michele, Grazia, Anti-Southern Racism and Education in Post-War Italy. (Routledge Studies in the Modern History of Italy) 264 pp. 2023:2 (Routledge, UK) <687-911>
ISBN 978-0-367-60792-0 hard ¥29,172.- (税込) GB￡ 120.00 *

This book investigates the racism against Southern Italian children attending North-Western primary schools between the 1950s and the 1970s. Turin serves as the main case study, having become the "third Southern city" after Naples and Palermo during the considered period.Far from being a new phenomenon, racism against Southern Italians gained renewed prominence in the context of the post-war mass internal migrations, becoming one of the pillars of the process of nation-rebuilding. However, in spite of its relevance, it has not received the attention it deserves.By drawing on a wide range of sources - printed, archival, photographic, and oral - and situating itself at the intersection of the history of racism, of education, of psychiatry, and of psychology, the book aims to fill this gap and to add to the debate on the borders that nation-states establish to control the access to power of the different groups inhabiting their territories. Its interdisciplinarity makes it suitable for students and researchers across a variety of subject areas.

Flury, Carmen / Geiss, Michael, (eds.), How Computers Entered the Classroom, 1960-2000: Historical Perspectives. (Studies in the History of Education and Culture 2) 200 S. 2023:5 (de Gruyter Oldenbourg, GW) <687-956>
ISBN 978-3-11-077959-2 hard ¥20,053.- (税込) EUR 94.95

Han, Xueyuan, Educational Borrowing: Sino-German Exchange in Higher Technical Education (1921-1941). (Schriften zur Kulturgeschichte 61) 266 S. 2022:9 (Kovac, GW) <687-957>
ISBN 978-3-339-13076-1 paper ¥20,232.- (税込) EUR 95.80 *

Pasewalck, Silke / Eidukeviciene, Ruta u. a. (Hrsg.), Baltische Bildungsgeschichte(n). (Schriften des Bundesinstituts fuer Kultur und Geschichte der Deutschen im oestlichen Europa 78) 450 S. 2022:8 (de Gruyter, GW) <687-958>
ISBN 978-3-11-099867-2 paper ¥10,549.- (税込) EUR 49.95 *

Fuer die baltischen Laender ist Bildung ein Schluesselthema, das ihre Geschichte und ihr Selbstverstaendnis sowohl im Hinblick auf die Fremdbestimmung als auch auf die eigene Staatenbildung betrifft. Im Zuge von Handelskontakten, Christianisierung, Ordenskriegen und Rechtsimport gerieten die autochthonen Voelkerschaften des baltischen Raums unter kulturelle, sprachliche und politische Einfluesse unterschiedlichen Gewichts. Sie waren dadurch zum Teil gewaltvollen Formierungsprozessen ausgesetzt. Im vorliegenden Band wird das Baltikum in Geschichte und Gegenwart aus der Perspektive eines weit gefassten Bildungsbegriffs untersucht. Die Beitraege stammen aus der Feder von Wissenschaftlerinnen und Wissenschaftlern aus Estland, Lettland, Litauen und Deutschland, insbesondere der Germanistik, aber auch der Geschichte, Bildungsgeschichte, Rechtsgeschichte, Slavistik und Komparatistik. Der Band zeigt wesentliche Aspekte der baltischen Bildungsgeschichte und ihrer Narrationen an beispielhaften Analysen und Fallstudien fuer alle drei baltischen Laender auf.

Gerster, Daniel / Jensz, Felicity (eds.), Global Perspectives on Boarding Schools in the Nineteenth and Twentieth Centuries. (Palgrave Studies in the History of Childhood) 344 pp. 2022:11 (Palgrave Macmillan, UK) <686-1300>
ISBN 978-3-030-99040-4 hard ¥27,453.- (税込) EUR 129.99 *

In the nineteenth and twentieth centuries, thousands of pupils attended boarding schools in various places across the globe. Their experiences were vastly different, yet they all had in common that they were separated from their families and childhood friends for a period of time in order to sleep, eat, learn and move within the limited spatial sites of the boarding school. This book frames these 'boarding schools' as a global and transcultural phenomenon that is part of larger political and social developments of European imperialism, the Cold War, and independence movements. Drawing together case studies from colonial South Africa, colonial India, Dutch Indonesia, early twentieth-century Nigeria, Fascist Spain, Ghana, Nazi Germany, nineteenth-century Ireland, North America and the Soviet Union, this edited collection examines the ways in which boarding schools extracted pupils from their original social background in order to train, mold and shape them so that they could fit into the perceived position in broader society. The book makes the broader argument that framing boarding schools as a global phenomenon is imperative for a deepened understanding of the global and transnational networks that linked people as well as ideas and practices of education and childhood in the nineteenth and twentieth centuries.

Quarfood, Christine, The Montessori Movement in Interwar Europe: New Perspectives. 310 pp. 2022:10 (Palgrave Macmillan, UK) <686-1302>
ISBN 978-3-031-14071-6 hard ¥23,229.- (税込) EUR 109.99

This book explores how the Montessori movement developed a cultural critique and gained momentum during the period of political turbulence of the interwar years. Drawing on archival work and other source material, the book provides a multifaceted analysis of this significant educational movement. The book is divided in four sections, firstly covering the historical background of the Montessori programme for sensory education. The second part deals with the internationalization of the movement beginning in America, and the widening of the method to include the school level. The third part examines the cultural critique the movement inspired in the European context, and the final part focuses on the politicization of the Italian branch of the movement.

Ream, Todd C. / James, Michael J. (eds.), Hesburgh of Notre Dame: Assessments of a Legacy. 246 pp. 2022:11 (Palgrave Macmillan, UK) <686-1303>
ISBN 978-3-031-12477-8 hard ¥23,229.- (税込) EUR 109.99

This volume is the first comprehensive assessment of the life and legacy of Father Theodore Hesburgh (1917-2015), an educator, priest, public servant, and long-serving President of the University of Notre Dame. Despite being a transformative figure in Catholic higher education who led the University of Notre Dame for 35 years and wielded influence with US presidents on civil rights and other charged issues of his era, secular accounts of history often neglect to assess the efforts of religious figures such as Hesburgh. In this volume, the editors and their authors turn a fair-minded but critical eye to the priest's record to evaluate where he fits into the long development of Catholic higher education and Catholics' role in American public life.

オックスフォード大学－アーカイブから見る物語
Millea, Alice Blackford, Oxford University: Stories from the Archives. 200 pp. 2022 (Bodleian Library, UK) <251-43121>
ISBN 978-1-85124-571-0 hard ¥8,761.- (税込) US$ 45.00 *

The University Archives was established in 1634. Based in the Bodleian Library, it is the institutional archive of Oxford University, holding records which span just over 800 years, documenting the University's activities and decisions throughout that time. Fifty-two documents and objects from the University Archives are showcased here, telling a wide range of intriguing stories about the University. Arranged chronologically, they deal with the University's relations with governments and monarchs; the effects of war; teaching and student behaviour; the University's buildings and institutions; widening access to university education; and the impact it has had on the city of Oxford and its people. Also documented here are fascinating insights into the University's erstwhile police force, a hidden time capsule, brewing licences, brawls and illicit steeplechasing. The items - all illustrated - also often unlock human stories to which we can relate today, opening a window on the individuals (from University, city, or even further afield) whose lives the University has touched, including people who would perhaps not be expected to feature in a history of Oxford University, but whose stories are preserved forever in its magnificent archives.

Aston, Nigel, Enlightened Oxford: The University and the Cultural and Political Life of Eighteenth-Century Britain and Beyond. 832 pp. 2023:3 (Oxford U. Pr., UK) <684-21>
ISBN 978-0-19-924683-0 hard ¥29,172.- (税込) GB￡ 120.00

Enlightened Oxford aims to discern, establish, and clarify the multiplicity of connections between the University of Oxford, its members, and the world outside; to offer readers a fresh, contextualised sense of the University's role in the state, in society, and in relation to other institutions between the Williamite Revolution and the first decade of the nineteenth century, the era loosely describable (though not without much qualification) as England's ancien regime. Nigel Aston asks where Oxford fitted in to the broader social and cultural picture of the time, locating the University's importance in Church and state, and pondering its place as an institution that upheld religious entitlement in an ever-shifting intellectual world where national and confessional boundaries were under scrutiny. Enlightened Oxford is less an inside history than a consideration of an institutional presence and its place in the life of the country and further afield. While admitting the degree of corporate inertia to be found in the University, there was internal scope for members so inclined to be creative in their teaching, open new research lines, and be unapologetic Whigs rather than unrepentant Tories. For if Oxford was a seat of learning rooted in its past - and with an increasing antiquarian awareness of its inheritance - yet it had a surprising capacity for adaptation, a scope for intellectual and political pluralism that was not incompatible with enlightened values.

Tamura, Eileen H., We Too! Gender Equity in Education and the Road to Title IX. (Historical Studies in Education) 250 pp. 2022:9 (Palgrave Macmillan, UK) <684-1549>
ISBN 978-3-031-02073-5 hard ¥27,453.- (税込) EUR 129.99

This book provides a comprehensive history of the passage of Title IX, the key legislation to bring about gender equity in education. Using a variety of primary source material, this historical study uses sociological conceptual frameworks to analyze feminist activism in the 1960s that culminated in the 1970s with Title IX and its regulation. It mines the field of social network theory and uses concepts from social movement theory to highlight issues that undergirded the struggle to open up the system for women and show how activists were able to achieve their goals. Throughout, the volume highlights interactions between and among various groups: proponents of the women's movements, political figures, administrative bodies, and policy specialists.

Drickamer, Lee C., A History of Physical Education and Athletics at Oberlin College. (Trillium) 272 pp. 2022:9 (Ohio State U. Pr., US) <684-1563>
ISBN 978-0-8142-1523-4 hard ¥7,778.- (税込) US$ 39.95 *
ISBN 978-0-8142-5843-9 paper ¥4,857.- (税込) US$ 24.95 *

Graff, Harvey J., Searching for Literacy: The Social and Intellectual Origins of Literacy Studies. 323 pp. 2022:8 (Palgrave Macmillan, UK) <684-1564>
ISBN 978-3-030-96980-6 hard ¥14,781.- (税込) EUR 69.99

This book provides a critical account of the development of questions, approaches, methods, and understandings of literacy within and across disciplines and interdisciplines. It provides a critique of literacy studies, including the New Literacy Studies. This book completes a series that the author began in the 1970s. It criticizes and revises the New Literacy Studies and how we think about literacy generally. It is a revisionist study which argues that literacy and literacy studies are historical developments and must be understood in those terms to comprehend their profound impact on our traditions of thinking about and understanding literacy, and how we study it. Graff argues that literacy studies in its academic, institutional, and policy forums, but also in popular parlance, has lost its critical foundations, and this hinders efforts to promote literacy. He examines literacy over time and across linguistics; anthropology; psychology; reading and writing across modes of communication and comprehension; "new" literacies across digital, visual, performance, numerical, and scientific domains; and history. He underscores the value of new directions of negotiation and translation. This book will interest scholars and students in the many fields that constitute literacy studies across the humanities, social sciences, education, and beyond.

Gray, Donald J. (ed.), The Well House Reader: Students Reflect on Indiana University Bloomington through the Years. (Well House Books) 212 pp. 2022:12 (Indiana U. Pr., US) <684-1565>
ISBN 978-0-253-06390-8 hard ¥13,629.- (税込) US$ 70.00 *
ISBN 978-0-253-06391-5 paper ¥7,788.- (税込) US$ 40.00 *

What did generations of Indiana University students think about their years on campus-the faculty, courses, administration, pressing social issues, and each other? Through student writings and art featured in The Well House Reader, the Bloomington campus across the years vividly and sometimes whimsically comes to life.Featuring selections from more than 150 years of student writing, The Well House Reader, edited Donald J. Gray, demonstrates how students voiced their views and opinions through their contributions to campus magazines and yearbooks. From the use of satiric couplets to ridicule university president Cyrus Nutt in 1872, parody and caricature to mock the Ku Klux Klan in 1924, and long form essays to complain about the university administration in the 1960s, IU students always made their opinions clear. They wrote burlesques to mock their teachers, essays to honor them, and short stories about the satisfaction and sadness of graduation and departure from their beloved alma mater. Poignant and revealing, The Well House Reader offers unforgettable glimpses of Indiana University through the eyes and experiences of its students across the decades.

R.P.エリクセン他編　第三帝国期の大学
Levinson, Bernard M. / Ericksen, Robert P. (eds.), The Betrayal of the Humanities: The University during the Third Reich. (Studies in Antisemitism) 624 pp. 2022:9 (Indiana U. Pr., US) <684-1566>
ISBN 978-0-253-06078-5 hard ¥17,523.- (税込) US$ 90.00 *
ISBN 978-0-253-06079-2 paper ¥7,788.- (税込) US$ 40.00 *

How did the academy react to the rise, dominance, and ultimate fall of Germany's Third Reich? Did German professors of the humanities have to tell themselves lies about their regime's activities or its victims to sleep at night? Did they endorse the regime? Or did they look the other way, whether out of deliberate denial or out of fear for their own personal safety? The Betrayal of the Humanities: The University during the Third Reich is a collection of groundbreaking essays that shed light on this previously overlooked piece of history.The Betrayal of the Humanities accepts the regrettable news that academics and intellectuals in Nazi Germany betrayed the humanities, and explores what went wrong, what occurred at the universities, and what happened to the major disciplines of the humanities under National Socialism.The Betrayal of the Humanities details not only how individual scholars, particular departments, and even entire universities collaborated with the Nazi regime but also examines the legacy of this era on higher education in Germany. In particular, it looks at the peculiar position of many German scholars in the post-war world having to defend their own work, or the work of their mentors, while simultaneously not appearing to accept Nazism.

Sun, Xiaobing, 70 Years of Opening-up in China's Education. 162 pp. 2022:10 (Springer, GW) <684-1567>
ISBN 978-981-19-3520-6 hard ¥25,341.- (税込) EUR 119.99

This book gives a panoramic review and summary on the opening up of China's education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China's international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, "the Belt and Road" educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in China