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

Whitehead, Kay, Aboriginal and Torres Strait Islander School Teachers and Australian Settler Colonialism: A History. (Routledge Studies in Educational History and Development in Asia) 240 pp. 2025:9 (Routledge, UK) <750-893>
ISBN 978-1-032-44105-4 hard ¥40,991.- (税込) GB￡ 145.00

This book addresses the gap in our historical knowledge about the roles Aboriginal and Torres Strait Islander teachers have played in Australia's history of school education. To date, there are few references to schooling in histories of Indigenous Australians, and Australian histories of Indigenous education and teacher education omit Indigenous teachers until systemic initiatives were introduced to recruit and qualify them in the 1970s. This book reinstates and honours Aboriginal and Torres Strait Islander people who worked as school teachers from invasion to contemporary state school systems.The book is structured chronologically to explore Aboriginal and Torres Strait Islander teachers lives and work in relation to settler colonial policies of segregation and protection, assimilation and self-determination; and education policy and practice. The chapters span the late nineteenth century to contemporary times and show the systemic challenges Indigenous people faced in becoming qualified teachers and joining the profession. Stories of Aboriginal and Torres Strait Islander teachers from different geographic regions, communities and historical periods foreground their agency including their political activism and take account of localised cultural and education contexts.This insightful book is recommended for upper-level undergraduates and academics in Indigenous education, history of education, teacher education and teachers work. It will also appeal to readers with a general interest in Australian Indigenous history.

ヴァージニア大学での法曹教育－伝統と変容
Cashwell, Meggan F. / Flaherty, Randall N. / Moulds, L. S., Legal Education at the University of Virginia: Tradition and Transformation. 384 pp. 2025:12 (U. Virginia Pr., US) <750-390>
ISBN 978-0-8139-5379-3 hard ¥7,276.- (税込) US$ 35.00

Tracing the material and intellectual development of one of the nation's leading law schools Over two centuries, UVA Law evolved from a regional, segregated law school into a nationally recognized leader in legal education. As this collection highlights, its changing curriculum - always in conversation with broader historical, cultural, and social forces - proved crucial to this profound transformation. Initially shaped by white Southern perspectives on race, gender, and states' rights, UVA Law grew beyond its early identity through the inclusion of new voices in both its faculty and its student body. By examining the complex interplay between the school's institutional mission, its educational program, and its social context, the contributors offer a comprehensive view of how UVA Law has adapted to meet the demands of legal education in a changing world.

Hyres, Alexander D., Protest and Pedagogy: Charlottesville's Black Freedom Struggle and the Making of the American High School. (Politics and Culture in the Twentieth-Century South) 200 pp. 2026:1 (U. Georgia Pr., US) <750-1214>
ISBN 978-0-8203-7529-8 hard ¥24,937.- (税込) US$ 119.95
ISBN 978-0-8203-7530-4 paper ¥6,226.- (税込) US$ 29.95

Protest and Pedagogy traces how, and in what ways, high school teachers and students sustained and propelled the Black freedom struggle in Charlottesville, Virginia. It centers the relationship between protest and pedagogy within classrooms and the surrounding community of Charlottesville. The story spotlights the resistance of Black teachers and students in the American high school throughout the nation during the twentieth century. Rather than act simply as passive participants in the Black freedom struggle-or outright opponents-Black high school teachers, and their students, this book argues, employed a variety of organizing and protest strategies to make schools and communities more just and equitable spaces. Black teachers' pedagogical approaches in the classroom underpinned protest within and beyond schools. At the same time, Black teacher and student organizing, activism, and protest led to pedagogical reforms in classrooms and schools.

Coats, John D., Lee University: The Path from Church of God Bible Training School to Modern University. 278 pp. 2025:11 (U. Tennessee Pr., US) <750-1291>
ISBN 979-88-952705-5-4 hard ¥8,305.- (税込) US$ 39.95

高等教育の文化史　全6巻
Coninck-Smith, Ning de / Horne, Julia / Whyte, W. (eds.), A Cultural History of Higher Learning. 6 vols. (The Cultural Histories Series) 1824 pp. 2025:10 (Bloomsbury Academic, UK) * Special-price until 15.01.2026 hard \111,666.- (税込) GB￡ 395.00 <750-1292>
ISBN 978-1-350-23220-4 hard ¥124,388.- (税込) GB￡ 440.00

How has higher learning been shaped by people, ideas and knowledge? In a work that spans 2,500 years, 67 experts chart across the social and cultural dynamics of higher learning and education across the centuries.Exploring higher learning rather than universities, the authors examine the full range of the effects of advanced education on their societies. Readers will discover ancient academies, monasteries, temples to professional and technical schools as well as universities. Together the volumes describe the remarkable drama of societies trying to organize knowledge for humanity, with many conflicts, reversals, and triumphs along the way.Individual volume editors ensure the cohesion of the whole, and to make it as easy as possible to use, chapter titles are identical across each of the volumes. This gives the choice of reading about a specific period in one of the volumes, or following a theme across history by reading the relevant chapter in each of the 6.The 6 volumes cover: 1. Antiquity (500 BCE-500 CE); 2. Medieval Age (500-1400); 3. Renaissance (1400-1600); 4. Age of Enlightenment (1600-1760); 5. Age of Industry (1760-1900); 6. Modern Age (1900-present) Themes (and chapter titles) are: cultures; geographies; authorities; teaching; disciplines; communities; materialities; contestations and epitome. The total extent of the pack is approximately 1712 pages. Each volume opens with notes on contributors and an introduction and concludes with notes, bibliography, and an index.The Cultural Histories SeriesA Cultural History of Higher Learning is part of the Cultural Histories Series. Titles are available both as printed hardcover sets for libraries needing just one subject or preferring a one-off purchase and tangible reference for their shelves, or as part of a fully searchable digital library, updated twice a year and available to institutions by annual subscription or on perpetual access. See www.bloomsburyculturalhistory.com for further information or to access content.

Elliott, Imelda / Lecuit, Ewen, Teacher Preparation in France: A Social and Cultural History. (Emerald Studies in Teacher Preparation in National and Global Contexts) 344 pp. 2025:10 (Emerald, UK) <750-1293>
ISBN 978-1-83982-221-6 hard ¥22,869.- (税込) US$ 110.00

Exploring the rich history of teacher education in France, this comprehensive volume spans centuries of educational transformation, meticulously tracing the journey from informal training methods to the modern, state-regulated system that shapes today's teaching profession. Structured both chronologically and thematically, Teacher Preparation in France offers an in-depth exploration of key historical periods and pivotal reforms. From examining the early influence of the Catholic Church and the establishment of state-run institutions during the Third Republic to delving into secondary teacher preparation, highlighting the tension between classical education and pedagogical training, and the rise of prestigious institutions like the Ecole Normale Superieure, Elliott and Lecuit explore the dynamic interplay between tradition and innovation in French teacher education. Inspired by the need to clarify French teacher education for international colleagues, Teacher Preparation in France combines extensive research with firsthand insights from educators. It offers a nuanced understanding of the complexities and controversies that have shaped teacher preparation in France, providing valuable lessons for educational debates worldwide.

Hardy, Brad, Training for Atomic Warfare: US Army Doctrine and Education in the Early Cold War, 1945-1963. (Legacies of War) 356 pp. 2025:11 (U. Tennessee Pr., US) <750-1294>
ISBN 979-88-952702-9-5 hard ¥15,592.- (税込) US$ 75.00

Heering, Peter / Wittje, Roland (eds.), Objects of Understanding: Historical Perspectives on Material Artefacts and Practices in Science Education. 322 S. 2025:3 (F. Steiner, GW) <749-72>
ISBN 978-3-515-13788-1 paper ¥13,888.- (税込) EUR 59.00

“Objects of Understanding” brings together studies of artifacts, collections, and practices in science education from the early 18th century to contemporary times. Even though science education plays a crucial role in the formation, stabilisation, dissemination, transfer and transformation of scientific knowledge and practices, its history remains still an underexplored topic. This is true even more so for its material cultures and practices. Demonstration, experimentation by teachers and students, model making and dissection, but also image projection and showcasing objects have been central to science education throughout its history. Extensive teaching collections, teaching infrastructure and the architecture at schools, colleges and universities bear witness to the importance of these cultures and practices. The chapters from various disciplines, geographical regions and contexts demonstrate the richness as well as the high potential of the field.

階級闘争－「1968年」頃の学校、若者、政治
Funck, Sandra, Klassenkaempfe: Schule, Jugend und Politik um '1968'. (Veroeffentlichungen der Historischen Kommission fuer Niedersachsen und Bremen 328) 480 S. 2025:9 (Wallstein Vlg., GW) <749-1293>
ISBN 978-3-8353-5892-8 hard ¥8,003.- (税込) EUR 34.00

Die Schuelerbewegung gestaltete als Teil der 68er-Revolte Schulpolitik, Demokratie und Gesellschaft entscheidend mit. Die Proteste um ?1968“ sind zu Recht als Jugendrevolte bezeichnet worden. Lange Zeit spiegelten jedoch weder die Forschung noch die Erinnerungskultur die tatsaechliche Vielschichtigkeit der 68er-Bewegung wider: Es brodelte naemlich nicht nur an den Universitaeten und in den Betrieben, sondern auch an den Schulen. Die Schuelerbewegung wurde lange lediglich als ≫Nachwuchs≪ oder ≫kleine Schwester≪ der Studentenbewegung gesehen. Diese Interpretation wird ihrem wirklichen Einfluss allerdings nicht gerecht: Zwischen Zugehoerigkeit und Abgrenzung brachte die Schuelerbewegung eigene Themen und Forderungen in die 68er-Bewegung ein und behauptete sich als eigenstaendige Akteurin innerhalb der zeitgenoessischen Bildungspolitik.

Hormuth, Dennis (Hrsg.), Das Werden einer Universitaet: Die Protokolle des Akademischen Senats der Hamburgischen Univeristaet 1919-1921. (Schriftenreihe des Universitaetsarchivs Hamburg 2) 328 S. 2025:6 (F. Steiner, GW) <749-1295>
ISBN 978-3-515-13945-8 hard ¥15,536.- (税込) EUR 66.00

Taylor, John, The Historical Disruption of English Higher Education: The Victoria University and its Federalisation Legacy. 434 pp. 2025:5 (Palgrave Macmillan, UK) <749-1296>
ISBN 978-3-031-82089-2 hard ¥32,952.- (税込) EUR 139.99

This book examines the establishment (in 1880) and dissolution (in 1903) of the Victoria University as a federal institution for the North of England. It was a 'disruptor', an experiment intended to meet growing demand for high level study in the industrial cities of the North and to provide a regional organisation for higher education. The experiment ended in failure and has never been repeated; rather, it heralded the emergence of independent civic universities that would prove so influential in the following years. As well as considering the federalisation legacy, the book also identifies important areas of activity where the Victoria University broke new ground, including innovations in the relationship between teaching and examining, links with schools and other education providers and the funding of higher education. The book is based on original archival research and will appeal to historians of education and more generally to social historians.

Fountain, Aaron G., Jr., High School Students Unite!: Teen Activism, Education Reform, and FBI Surveillance in Postwar America. 400 pp. 2025:12 (U. North Carolina Pr., US) <748-1069>
ISBN 978-1-4696-9181-7 hard ¥24,948.- (税込) US$ 120.00
ISBN 978-1-4696-9182-4 paper ¥7,265.- (税込) US$ 34.95

Mid-twentieth-century student activism is a pivotal chapter in American history. While college activism has been well documented, the equally vital contributions of high school students have often been overlooked. Only recently have scholars begun to recognize the transformative role teenagers played in reshaping American education.High School Students Unite! highlights the crucial impact of high school activists in the 1960s and 1970s. Inspired by civil rights and antiwar movements, students across the nation demanded a voice in their education by organizing sit-ins, walkouts, and strikes. From cities such as San Francisco and Chicago to smaller towns such as Jonesboro, Georgia, these young leaders fought for curricula that reflected their evolving worldviews. Drawing on archival research and interviews, Aaron G. Fountain Jr. reveals how teenagers became powerful agents of change, advocating for constitutional rights and influencing school reform. Ironically, the modernization of school security, including police presence, was partly a response to these student-led movements. Through oral histories and FBI records, this fascinating history offers a fresh perspective on high school activism and its lasting impact on American education.

Reed, Julie L., Land, Language, and Women: A Cherokee and American Educational History. 288 pp. 2026:1 (U. North Carolina Pr., US) <748-1070>
ISBN 978-1-4696-8489-5 hard ¥20,582.- (税込) US$ 99.00
ISBN 978-1-4696-8490-1 paper ¥6,849.- (税込) US$ 32.95

Historians largely understand Native American education through the Indian boarding schools and reservation schools established by the US government during the nineteenth and twentieth centuries. But Native Americans taught and learned from one another long before colonization, and while white settlers and institutions powerfully influenced Indigenous educational practices, they never stopped Native people from educating one another on their own terms.In this ambitious and imaginatively conceived book, Julie L. Reed uses Cherokee teaching and learning practices spanning more than four centuries to reframe the way we think about Native American educational history. Reed draws on archaeological evidence from Southeastern US caves, ethnohistorical narratives of Cherokee syllabary development, records from Christian mission schools, Cherokee Nation archives, and family and personal histories to reveal surprising continuity amid powerful change. Centering the role of women as educators across generations in Cherokee matrilineal society, the power of land to anchor learning, and the significance of language in expressing sovereignty, Reed fundamentally rethinks the nature of educational space, the roles played by teachers and learners, and the periodization imposed by US settler colonialism onto the Indigenous experience.

Vaelimaeki, Mari (ed.), Academic Households in Early Modern Northern Europe. (Routledge Research in Early Modern History) 228 pp. 2025:8 (Routledge, UK) <748-1071>
ISBN 978-1-032-68725-4 hard ¥40,991.- (税込) GB￡ 145.00

This volume explores academic households in early modern (c. sixteenth- to eighteenth-century) Northern Europe, examining changing dynamics of family and gender.During the Middle Ages, Christian scholars were expected to spend their lives unwed and instead focus on educating the young. However, a gradual easing of prohibitions against the marriage of scholars began in different areas of Europe in the late fourteenth century. By the end of the sixteenth century, most professors were men with families and establishing their own households. This was especially the case in the German-speaking Protestant areas of Europe and the Swedish realm from the first half of the seventeenth century. The contributors of this volume concentrate on universities that took on the new idealised understanding of professors and other members of academic communities as married men. They analyse how professors and other members of the academic communities viewed family and household, what academic family life was like, and how the members of the academic community utilised family and the household for (academic) self-fashioning and building networks. Furthermore, they pay special attention to the wives and widows of professors and other academics and discuss the agency of these women.This book is an excellent resource for students and professional readers alike who are interested in the histories of early modern universities, families, and gender.

法、進化、スコープス対テネシー州裁判の長い影
Gouzoules, Alexander / Gouzoules, Harold, The Hundred Years' Trial: Law, Evolution, and the Long Shadow of Scopes v. Tennessee. 336 pp. 2025:8 (Johns Hopkins U. Pr., US) <747-86>
ISBN 978-1-4214-5217-3 hard ¥6,849.- (税込) US$ 32.95

A new account of the enduring cultural, legal, and scientific legacy of the 1925 Scopes Trial.In The Hundred Years' Trial, Alexander and Harold Gouzoules explore the century-long impacts of the historic 1925 Scopes "Monkey Trial," starting with the development of evolutionary theory and charting the resulting cultural and legal conflicts over evolution in the United States. Through a blend of legal history, scientific exploration, and cultural analysis, the authors reexamine how this landmark trial remains a pivotal moment in shaping modern debates on science, religion, and education.The Scopes Trial became a symbol of a larger culture clash, where questions of academic freedom, the role of religion in public life, and the boundaries of state intervention are fiercely debated. This book uncovers the complex layers of this conflict, offering readers a broader perspective that extends beyond the courtroom drama. In tracing the legacies of Clarence Darrow and William Jennings Bryan, the authors analyze how the trial's outcomes reverberated through later Supreme Court cases and shaped public policies and educational standards well into the twenty-first century. The authors further illustrate how the dialogue surrounding evolution has contributed to contentious debates-not merely over the acceptance of evolutionary theory itself, but regarding emergent claims and interpretations that continue to generate public and legal scrutiny.One hundred years later, the tensions between science and religious belief that were so brightly illuminated by Scopes are not only still with us, but also increasingly relevant to the perpetual cultural issues in the American political consciousness: abortion, climate change, and vaccines. The Hundred Years' Trial is vital for understanding not only how we arrived at our current political moment, but also where we go next in communicating science to a skeptical public.

アメリカ都市部におけるジェンダー、児童労働、少女のための教育　1870～1930年
Oram, Ruby, Home Work: Gender, Child Labor, and Education for Girls in Urban America, 1870-1930. (Historical Studies of Urban America) 272 pp. 2025:11 (U. Chicago Pr., US) <747-1360>
ISBN 978-0-226-84431-2 hard ¥23,908.- (税込) US$ 115.00
ISBN 978-0-226-84433-6 paper ¥6,652.- (税込) US$ 32.00

大西洋奴隷制の時代のケンブリッジ大学
Bell-Romero, Nicolas, The University of Cambridge in the Age of Atlantic Slavery. 400 pp. 2025:9 (Cambridge U. Pr., UK) <747-1385>
ISBN 978-1-009-65254-4 hard ¥9,894.- (税込) GB￡ 35.00

In this powerful history of the University of Cambridge, Nicolas Bell-Romero considers the nature and extent of Britain's connections to enslavement. His research moves beyond traditional approaches which focus on direct and indirect economic ties to enslavement or on the slave trading hubs of Liverpool and Bristol. From the beginnings of North American colonisation to the end of the American Civil War, the story of Cambridge reveals the vast spectrum of interconnections that university students, alumni, fellows, professors, and benefactors had to Britain's Atlantic slave empire - in dining halls, debating chambers, scientific societies or lobby groups. Following the stories of these middling and elite men as they became influential agents around the empire, Bell-Romero uncovers the extent to which the problem of slavery was an inextricable feature of social, economic, cultural, and intellectual life. This title is also available as open access on Cambridge Core.

Byrd, Alexander X. / McDaniel, W. Caleb, Slavery, Segregation, and the Second Founding of Rice University. 424 pp. 2025:10 (Louisiana State U. Pr., US) <747-1386>
ISBN 978-0-8071-8442-4 hard ¥8,305.- (税込) US$ 39.95

Drez, Ronald J., The Long Purple Line: The Military History of LSU and the Heroism of Its Cadets and Associates. 416 pp. 2025:10 (Louisiana State U. Pr., US) <747-1388>
ISBN 978-0-8071-8451-6 hard ¥10,384.- (税込) US$ 49.95

Fallace, Thomas, You Are Not a Kinesthetic Learner: The Troubled History of the Learning Style Idea. 232 pp. 2025:5 (U. Chicago Pr., US) <747-1389>
ISBN 978-0-226-84136-6 hard ¥23,908.- (税込) US$ 115.00 *
ISBN 978-0-226-84138-0 paper ¥5,716.- (税込) US$ 27.50 *

A compelling history of the learning style concept and how it was shaped by shifting ideas in psychology, anthropology, and education. The widely embraced notion that we all process information in one of three distinct modes-visual, auditory, or kinesthetic-has informed educational practices for decades. In recent years, however, numerous studies have questioned the effectiveness of aligning instruction with the alleged learning styles of individual students. So, why is it still commonplace in the literature on beneficial teaching at all levels of education? In You Are Not a Kinesthetic Learner: The Troubled History of a Dangerous Idea, historian Thomas Fallace traces the origins, evolution, and history of the learning style idea, demonstrating its relationship to a legacy of unequal education for children of color. Fallace argues that the research supporting the learning style idea was problematic from its inception in the 1910s and that it was used to label and justify a diminished curriculum for many Black and Latine students, whose cultural differences were perceived as weaknesses. In recent years, numerous empirical studies have not found the approach to be effective. This fascinating history clearly shows the danger of sorting and labeling students with permanent style identities and makes a strong case for removing learning styles as the basis for any educators' instructional toolkit. The first book-length history of learning styles, You Are Not a Kinesthetic Learner encourages us all to consider the research, be open to future developments and updates, and question even our most intuitive assumptions.

Hlavacik, Mark, Willing Warriors: A New History of the Education Culture Wars. 224 pp. 2025:12 (U. Chicago Pr., US) <747-1391>
ISBN 978-0-226-83313-2 hard ¥4,989.- (税込) US$ 24.00

Chu, Shiuon, Reinventing Examination and the State in Twentieth Century China and Taiwan. (Harvard East Asian Monographs) 300 pp. 2025:1 (Harvard Univ. Asia Center, US) <747-1001>
ISBN 978-0-674-30257-0 hard ¥10,384.- (税込) US$ 49.95

After the abolition of the imperial examination system in 1905, what made examinations a trusted method of selection in China and Taiwan? Reinventing Examination and the State traces the ideological evolution of civil service and state-organized educational examinations in twentieth-century China and Taiwan. In the making of the modern Chinese civil service, the concept of examination as a basic power of government was institutionalized as the Examination Yuan in the 1930s and was written into the 1947 Constitution of the Republic of China, which remains in effect in Taiwan today. Meanwhile, two models of educational examination, one of gatekeeping school graduates and the other of mobilizing human resources, emerged during WWII and constituted a repertoire of educational policies shared by the Republic of China and the People's Republic of China after the 1949 divide. The authority of examination, Shiuon Chu argues, was by no means a natural development from the long history of imperial China but was in fact contingent on specific political maneuverings over the course of the twentieth century. Unlike the imperial examinations, which heavily rewarded participants with titles and fame, modern examinations shaped new concepts about the responsibility of the individual vis-a-vis the state, and this shift contributed to the resilience of the state during times of significant political and social change.

戦後イギリスにおける教育と工学
Heywood, John, In Search of Technological Excellence: Education and Engineering in Post-War Britain. 528 pp. 2025:8 (Oxford U. Pr., UK) <746-378>
ISBN 978-0-19-890404-5 hard ¥37,316.- (税込) GB￡ 132.00

The notion that Britain was losing its international industrial competitiveness has preoccupied governments since the Second World War. Policymakers have sought to address this over the years, and yet Britain's relative industrial decline has appeared to continue, raising questions about its root causes. In Search of Technological Excellence analyses the policymaking and policy implementation in the education of engineers and technologists from the 1945 report of the Percy Committee on Higher Technological Education to the conclusion of the Thatcher government's Enterprise in Higher Education Initiative. Using a plethora of previously unpublished sources, this book focuses on the untold story of what the reports of the three key committees in this fifty-year period - Percy (1945), Fielden (1963) and Finniston (1980) - actually achieved in secondary and higher technological education. The core themes of this volume include industrial training and its assessment, the controversy over the structure of industrial sandwich courses, the perceived requirements for qualified specialists (the 'manpower' controversy), curriculum development, creativity and innovation in engineering, engineers as managers, and engineering in schools. Thought-provoking and comprehensive, In Search of Technological Excellence reflects on perennial problems to help clarify how this history can inform policymaking today and will be of interest to policymakers, practitioners and students in engineering education and public administration.

Baneu, Alexandra (ed.), The Art of Taking Notes at the University: Etienne Gaudet (Paris, ca. 1320-1392). (Note-taking and Notebooks Across Medieval Europe 1) 350 pp. 2025:12 (de Gruyter, GW) <746-1387>
ISBN 978-3-11-076282-2 hard ¥25,881.- (税込) EUR 109.95

The library of Etienne Gaudet has preoccupied scholars in the field of medieval history and philosophy. It arose the interest of Palemon Glorieux, who misattributed some of the manuscripts from this library to Jean de Falisca. The error was later corrected by Zenon Kaluza in his seminal work dedicated to Thomas of Cracow. What the present volume brings on top of the research already dedicated to the subject comes from the fact that our methodology if heavily influenced by the insight that most of what this library transmits consists of notes. Keeping that in mind, we have been able to discover fragments of texts that had been considered lost, correctly identify lesser-known figures mentioned in these manuscripts (or at least challenge old identifications) and understand some doctrinal aspects from a different perspective. Another important issue that comes to light in the present volume is the way Etienne Gaudet used and reused his notes, wrote tables to retrieve them, abbreviated texts from other authors and drafted his own works. This volume will be relevant to the scholar studying medieval academic practices of the late fourteenth century, since it introduces them to new and exciting materials that are a direct testimony of what happened in the proverbial classroom. It will also be of extreme interest to scholars who study the practice of note-taking and for whom the Middle Ages have not yet been very generous.

ビザンツ時代のテッサロニキにおける教育と学習
Pontani, Filippomaria (ed.), Education and Learning in Byzantine Thessaloniki. (Trends in Classics - Supplementary Volumes 164) 220 pp. 2024:10 (de Gruyter, GW) <746-1389>
ISBN 978-3-11-142147-6 hard ¥25,881.- (税込) EUR 109.95 *

Byzantine Thessaloniki has often been considered in its relationship with Constantinople, as a deuteragonist vis-a-vis the capital. However, from the 11th through the 15th century the symproteuousa has often played an important role in terms of the study, preservation and circulation of learning. The present volume collects 11 papers originating in a conference held at Thessaloniki's Kentro Istorias in May 2022. Some of them offer new elements and fresh discoveries on single erudites and their work, from Michael Mitylenaios to John Pediasimos, from Demetrios Triklinios to Thomas Magister, from Matthew Blastares to Manuel Boullotes. Hagiography, schedography, lexicography, philology on ancient Greek texts, and even canonical law, are among the genres practised by Thessalonian scholars over the centuries. Other papers offer thoughts on Eustathios' didactic aims, bird's-eye views of the city's intellectual milieux in the early Palaeologan era, or of the learned circles in Manuel II's entourage. The book acknowledges the "highs" and the "lows" in the cultural development of medieval Thessaloniki, and brings together essential elements towards an assessment of the city's role in the history of education and learning.

Mazzei, Sara, Arab-Islamic Education Systems in the Experience of Migrants and Refugees in Europe: An Historical and Cultural Analysis Focused on Morocco, Syria, Italy, Germany and Sweden. (MiGS: Migration - Gesellschaft - Schule) 388 pp. 2025:4 (Springer VS, GW) <745-941>
ISBN 978-3-658-47483-6 paper ¥28,244.- (税込) EUR 119.99 *

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. Their scholastic inclusion has been challenging, and the teaching staff had to sometimes deal with unfamiliar realities. The issue has been addressed by various perspectives, from sociology to psychology, insights from which are gathered in intercultural education. In it, there are scarcity of studies that delve into pupils' cultural backgrounds, and countries of origin's history is seldom regarded as a decisive factor in the formation of identity. Among Arabic-speaking communities the Moroccan and Syrian ones are the most significant and Morocco and Syria have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational universe where Arabic-speaking pupils come from, focusing on humanities and religious education in the experience of pupils, especially from Morocco and Syria. Methodology comprehends qualitative empirical research conducted in Europe. Results show the differences experienced by pupils in their educational paths among diverse Arab and European countries and the more sensitive topics they encounter in their education in Europe in relation to their identity.

欧州のラテン世界における学生のノート　1400～1750年－研究必携
Feys, Xander / Maleux, M. / Peetermans, A. et al. (eds.), Student Notes from Latin Europe (1400-1750): A Research Companion. 260 pp. 2025:5 (Leuven U. Pr., BE) <745-985>
ISBN 978-94-6270-456-5 paper ¥12,166.- (税込) EUR 39.50 *

The first comprehensive guide dedicated solely to research on Latin-European early modern student notes.The many preserved collections of student notes from the early modern period - ranging from neatly maintained notebooks to barely legible scribbles crammed between lines of printed text - hold considerable but largely untapped potential as an historical source. At the same time, the analysis of these notes poses significant challenges for scholars. This book aims to be a concise and accessible companion for scholars interested in engaging with this young and burgeoning research field. Written by a diverse group of specialists from across Europe and the US, it explores the various technical and practical aspects involved in reading, interpreting, and editing student notes, while also demonstrating how these sources can enrich various areas of historical research. Indeed, student notes reveal that early modern lecture halls were often more dynamic, diverse, and creative than we might have expected.

オックスフォード大学ハートフォードカレッジの歴史と先史
Tyerman, Christopher, The History and Pre-History of Hertford College, Oxford: Survival and Renewals. 656 pp. 2025:9 (Oxford U. Pr., UK) <745-987>
ISBN 978-0-19-284559-7 hard ¥40,426.- (税込) GB￡ 143.00

Modern Hertford is one of Oxford's least famous colleges. Its chief claims to attention are its pioneering egalitarian reforms of its admissions system in the 1960s and 70s, its early embrace of co-residence in 1974, and its deliberate transformation from a poor, obscure, dilapidated, ill-favoured, and introspective conservative backwater to an open, outward-looking, financially secure, and academically sound partner in the collegiate university - such rapid transformations being somewhat rare in Oxford. It is also one of Oxford's youngest colleges and, having been founded only in 1874, ostensibly unsuitable for a book-length history. But behind modern Hertford sits an institutional history reaching back to the thirteenth century and the early days of the university itself, the direct residual legatee of two medieval academic halls (usually precarious, non-corporate licensed student hostels that dominated Oxford's first quarter millenium, providing teaching, accommodation, and the model for later more solidly established endowed colleges) Hart Hall (c. 1280-1740) and Magdalen Hall (c. 1480-1874) and the failed first Hertford College (1740-1816). On a small, intimate but precise scale, Hertford and its precursors map not only the internal history of the university but also the wider social, political, religious and educational settings over seven centuries: the creation of a medieval literate clerisy; sixteenth century humanism, gentrification and Reformation; seventeenth century religious and political upheaval and Civil War; the post-Restoration triumph of Tory Oxford; the latitudinarian eighteenth century; the beginnings of empire; nineteenth century, imperialism, plutocracy and reform; twentieth century slow democratisation; and twenty-first century technology. Based at every stage on deep trawls through rich, much hitherto unexplored archival evidence, and lit by close portraits of dons, grandees, scholars, students, and staff through the centuries, this book charts a story of repeated dislocation, precarity, ingenuity, and renewal, very different from the more familiar image of Oxford's established grandeur and serene progress towards modernity.

香川せつ子他編　歴史における女性と教育改革－トランスナショナルな世界における日本
Goodman, Joyce / Kagawa, Setsuko (eds.), Women and Educational Reform in History: Japan in a Transnational World. (Routledge Studies in Educational History and Development in Asia) 228 pp. 2025:6 (Routledge, UK) <744-849>
ISBN 978-1-032-72605-2 hard ¥40,991.- (税込) GB￡ 145.00

This unique collection provides critical analyses of Japanese educational history by bringing together gender, transnational and transcultural perspectives.It illustrates how Japanese, European and American women educators transcended national borders in seeking to reform and re-shape Japanese education and society in the midst of social and political change from the Meiji era (1868-1912) to 1948 and beyond, including during the American Occupation of Japan. It demonstrates how educational practice from Europe and the United States flowed into Japan before and after the first and second world wars but also became entangled with Japanese perspectives, as well as with nationalism, colonialism, imperialism and regionalism, as some Japanese educators sought to reform education for Asian women beyond Japan's borders. In an increasingly connected world, where, at the same time, opportunities for women's education in some countries are declining, the volume provides insights for readers into how women educators have co-operated historically across national borders in pursuit of reform in education and society in periods of immense social and political change, including at moments when nationalism and imperialism were in the ascendancy.This volume will be of interest to academics, researchers, and post graduate students in the fields of Japanese history, history of Japanese education, Japanese women's history, gender perspectives and transnational and transcultural research. It will also be of interest to readers curious about the history of Asia more broadly.

Salomoni, David / Giurgevich, Luana / Leitao, H. (eds.), Santo Antao: The Jesuit College in Lisbon and its History. (History of Early Modern Educational Thought 6) 346 pp. 2025:6 (Brill, NE) <744-202>
ISBN 978-90-04-71994-1 hard ¥20,950.- (税込) EUR 89.00

The volume delves into the multifaceted history of Lisbon's Jesuit College of Santo Antao, tracing its evolution from its establishment to the eventual suppression of the Society of Jesus. This scholarly work examines an array of themes, including the college's innovative pedagogical practices, its architectural developments, and its significant contributions to the preservation of a rich literary heritage. Moreover, the volume situates the institution within broader social and scientific context.

Carr, Wilfred, The Eclipse of Reason: Reclaiming Western Education for Today. (Routledge Research in Education) 104 pp. 2025:5 (Routledge, UK) <744-1244>
ISBN 978-1-041-03860-3 hard ¥14,979.- (税込) GB￡ 52.99 *

This concise, digestible book shows how the cultivation of reason became the defining aim of western education, and critiques how this aim has been eclipsed in recent decades by the neoliberal system of mass schooling imposed by the state.Chapters outline succinctly the history of western education and its origins in Ancient Greece, demonstrating how the idea of education as intrinsically related to the development of reason became embedded in the Western educational tradition, and how this tradition subsequently developed and evolved. Introducing key philosophical ideas about the nature of education, the book shows how the development of mass schooling in the 19th century led to our current educational landscape, where neoliberal demands for schools to be more responsive to market forces have obscured the development of reason as a distinctive educational aim. By inviting educators to think reflectively and critically about the state of education today, the book raises the little-discussed educational question of what comes after neoliberalism.Calling for the re-establishment of western education's core values and aims, this book will be of interest to educators, researchers and students involved with pre- and in-service teacher education courses, as well as those interested in the history of education and the philosophy of education more broadly.

Smith, Charles E., Report Card Nation: The Inside Story of Education Reform Under George W. Bush. 140 pp. 2025:4 (U. Tennessee Pr., US) <744-1247>
ISBN 978-1-62190-960-6 paper ¥4,147.- (税込) US$ 19.95 *

Samuel, Lawrence R., The American Private School: A Cultural History. 224 pp. 2025:2 (Rowman & Littlefield, US) <743-1352>
ISBN 979-88-8180-378-0 hard ¥7,900.- (税込) US$ 38.00 *

Suman, Amit K., Educating India: Colonialism and Indigenous Knowledge Traditions, c. 1780-1900. 272 pp. 2025:1 (Bloomsbury Academic, UK) <743-1022>
ISBN 978-93-5640-806-7 hard ¥24,029.- (税込) GB￡ 85.00

Cope, Bill / Feinberg, Walter, Arguments for Learning: An Intellectual History of the College of Education at the University of Illinois. 432 pp. 2025:3 (U. Illinois Pr., US) <742-850>
ISBN 978-0-252-04635-3 hard ¥7,276.- (税込) US$ 35.00 *

Almost every educational idea worth a thought has been considered at the University of Illinois, and anything worth trying has been tested. In this history of ideas, Bill Cope and Walter Feinberg chronicle the intellectual lives of education thinkers at the university while tracking the development of educational ideas and practices in general. Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College's multifaceted mission. Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession. At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning. Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children's schoolteachers to embracing global perspectives. A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.

Rudenstine, Neil L., Our Contentious Universities: A Personal History. 312 pp. 2025:3 (American Philosophical Society Pr., US) <742-851>
ISBN 978-1-60618-007-5 hard ¥7,265.- (税込) US$ 34.95 *

Suhrbur, Thomas J., Public Education and Social Reform: A History of the Illinois Education Association. 320 pp. 2025:3 (U. Illinois Pr., US) <742-852>
ISBN 978-0-252-04636-0 hard ¥25,987.- (税込) US$ 125.00 *
ISBN 978-0-252-08843-8 paper ¥6,237.- (税込) US$ 30.00 *

Founded in 1853, the Illinois Education Association (IEA) and its predecessors have played a vital role in shaping the Illinois public school system. Thomas J. Suhrbur's history covers the lifespan of the IEA within the larger story of state public education as a battleground for contentious social and economic issues. Suhrbur pays particular attention to the impact of race, gender, religion, and tax policy on the IEA and public schools. He also examines the IEA's evolution from a professional organization controlled by administrations and officials through its radical transformation into a teacher-led independent labor union. As a workers' organization, the IEA successfully fought for collective bargaining and organized K-12 and higher education while continually standing against right-wing efforts to privatize education and undermine public schools with vouchers, for-profit institutions, and tax credits. Multifaceted and up to date, Public Education and Social Reform tells the story of the organization and figures dedicated to sustaining and advancing Illinois public education.

Barker, Clyde F. / Barker, Elizabeth, Surgeons and Something More: The History of Surgery at the University of Pennsylvania. 592 pp. 2024:11 (American Philosophical Society Pr., US) <742-28>
ISBN 978-1-60618-020-4 hard ¥15,592.- (税込) US$ 75.00 *

Augustynowicz, Christoph / Fuchs, Martina u. a. (Hrsg.), Alltag - Erinnerung - Aufarbeitung an der Universitaet Wien: Historische Wissenschaften in Austrofaschismus, Nationalsozialismus und Nachkriegszeit. (Schriften des Archivs der Universitaet Wien 30) 196 S. 2025:1 (Vienna U. Pr., AU) <741-1252>
ISBN 978-3-8471-1787-2 hard ¥11,770.- (税込) EUR 50.00

Erinnern ist ein aktiver, kollaborativer Prozess zur Verlangsamung kollektiven Vergessens. Die historischen Institute der Historisch-Kulturwissenschaftlichen Fakultaet der Universitaet Wien beschaeftigen sich vermehrt mit ihrer Vergangenheit in den Jahren von Austrofaschismus, Nationalsozialismus und der Nachkriegszeit. Viele Angehoerige der Universitaet Wien waren Opfer, aber noch viele mehr Wegbereiter und Mittaeter der nationalsozialistischen Ideologie. Einzelne Ergebnisse dieser Aufarbeitung werden im vorliegenden Band praesentiert. Neben grundsaetzlichen Ausfuehrungen zum Fach Geschichte an der Universitaet Wien, zur Entwicklung der Disziplin zwischen den 1930er- und 1960er-Jahren sowie zu Universitaetsalltag und Bibliothekswesen werden vier Lehrende unter dem Signum ?Zwischen Opfer- und Taeterrollen“ vorgestellt. Ein weiterer Beitrag gedenkt eines Grazer Mediaevisten, der in Wien studiert hatte und 1942 im Ghetto Theresienstadt umkam. Remembering is an active, collaborative process to slow down collective forgetting. The historical institutes of the Historical and Cultural Studies Faculty at the University of Vienna are increasingly dealing with their past during the years of Austrofascism, National Socialism, and the post-war period. Many members of the University of Vienna were victims, but even more were facilitators and accomplices of the National Socialist ideology. This volume presents individual results of this reappraisal. In addition to fundamental discussions about the field of history at the University of Vienna, the development of the discipline between the 1930s and the 1960s, and everyday university life and library science, four lecturers are presented under the heading "Between Victim and Perpetrator Roles." Another contribution commemorates a medievalist from Graz who had studied in Vienna and perished in the Theresienstadt Ghetto in 1942.

Barksdale, Marcellus Chandler, The Cross, the Candle, and the Crown: A Narrative History of Morehouse College, 1867-2021. 456 pp. 2025:2 (Mercer U. Pr., US) <741-1253>
ISBN 978-0-88146-967-7 hard ¥9,355.- (税込) US$ 45.00 *

Levy, David W. (ed.), Sooner Doughboys Write Home: The University of Oklahoma and World War I. 262 pp. 2025:2 (U. Oklahoma Pr., US) <741-1255>
ISBN 978-0-8061-9527-8 hard ¥6,226.- (税込) US$ 29.95 *

Days before the armistice was signed ending World War I, Stratton D. Brooks, third president of the University of Oklahoma, sent a letter to every student, former student, and faculty member serving in the armed forces. He had a request: would each man write a letter in reply, describing his experiences and impressions during his wartime service? Dozens of them responded in late 1918 and early 1919. Now, more than a century later, historian David W. Levy has selected and annotated fifty-three of these letters. Sooner Doughboys Write Home is a richly detailed-and often poignant-record of what these young men thought about the war and what they witnessed firsthand. As Levy explains in his thorough introduction, most of these young men, or "doughboys" as they were called, came from small Oklahoma towns and farms. Suddenly thrust into strange and often dangerous circumstances after the United States entered the war in 1917, they betray in their letters an appealing innocence of this wider world. For some of them, it is a world of dreary inactivity and boredom, punctuated by moments of breathtaking violence and danger. Others marvel at sights in Paris and in Germany. All the while, they keep a sharp eye out for their Sooner classmates from Norman, eager to share a quick drink or hurried chat. Although these Sooner doughboys, as Levy acknowledges, were not "ordinary," given their privileged status as college students, they observed the war from the field and not from some more remote vantage point. Drawing on his expertise as an American historian and his extensive knowledge of the university's history, Levy identifies and explains in ample footnotes the numerous people and places mentioned by the letter writers. In so doing, he ties the experience of everyday Oklahomans to a global conflict that changed the course of history.

ユトレヒト大学と植民地の知識
Rinsum, Henk, Utrecht University and Colonial Knowledge: Exploration, Exploitation and the Civilising Mission since 1636. 352 pp. 2025:3 (Amsterdam U. Pr., NE) <741-1256>
ISBN 978-90-485-6797-3 hard ¥13,272.- (税込) GB￡ 46.95 *

In this book, Henk van Rinsum provides an in-depth description of the colonial past of Utrecht University in the Netherlands, from its foundation in 1636. He describes the development of (scientific) knowledge and knowledge transfer about and in the Dutch colonies, especially in the Dutch East Indies. The central theme of his book is the idea of Western superiority - the assumption that we are 'developed' and therefore modern, while those in the colonies are 'not (yet) developed' and therefore primitive or traditional. This colonial past is also the framework in which Utrecht University became involved in slavery and its abolition. Henk van Rinsum shows how the knowledge acquired in the colony also contributed significantly to the scientific development of the university, especially towards the end of the nineteenth century. Utrecht University and Colonial Knowledge is therefore an important contribution to both colonial and intellectual history.

Rogers, William Warren, Jr., The Battle for the University of Alabama: The Perilous Path of Higher Education in the Reconstruction South. 286 pp. 2025:4 (U. Alabama Pr., US) <741-1257>
ISBN 978-0-8173-2228-1 hard ¥22,869.- (税込) US$ 110.00 *
ISBN 978-0-8173-6200-3 paper ¥7,265.- (税込) US$ 34.95 *

The University of Alabama was burned to the ground in the final days of the Civil War. In the war's aftermath, survivors constructed a new collection of buildings using many of the bricks left from the original campus. Nevertheless, the university's presidency changed frequently, Alabama had a new egalitarian constitution created by a racially diverse coalition of Republicans, the fate of the University of Alabama soon became a key battleground in the contested nature of state. In The Battle for the University of Alabama, historian William Warren Rogers, Jr. traces this incredible yet little-known story of the bitter contest for the fate of a cultural citadel in relation to the histories of other public universities in the former states of the Confederacy as they struggled to make their own way after the war.

Woodin, Tom / Vernon, Keith / Shaw, Linda, The Co-operative College and a Century of Social Change: Internationalism, Co-operativism and Learning. (Palgrave Studies in Adult Education and Lifelong Learning) 342 pp. 2025:3 (Palgrave Macmillan, UK) <741-1258>
ISBN 978-3-031-72975-1 hard ¥35,306.- (税込) EUR 149.99 *

This open access book explores the Co-operative College's distinctive adult educational tradition over the past century as it provided education for co-operative leaders, employees and members in addition to developing a range of wider educational initiatives and ideas internationally. The Co-operative College is a British educational charity established in 1919, founded on co-operative principles. It played a crucial role in co-operative education in the British Empire and subsequently in the independent nations. In doing so, it brought together vocational and liberal education as well as educating members as part of a movement that fostered significant social change. It draws on original archival research at the National Co-operative Archive in Manchester as well as other material at the National Archives, Bishopsgate Institute and the British Library. Furthermore, the rich archives of the National Co-operative Archive allow for the development of a rich visual history of the movement to be explored.

Carter, Andy, Games, Greek and Pluck: Classicism, Masculinity, Elite Education and British Sport, 1850-1914. (Sport, History and Culture 13) 330 pp. 2024:12 (P. Lang, SZ) <741-1099>
ISBN 978-1-80374-613-5 paper ¥18,308.- (税込) SFR 73.00 *

Public school education in the second half of the nineteenth century was completely dominated by classics and sport. Rejecting the view that these were competing strands resulting in friction between aesthetic scholars and athletic philistines, this book shows how classicism and athleticism were closely entwined. Using primary sources, such as school magazines and memoirs, it considers how classical ideas shaped the elite British male's view of his place in the world and his attitudes to masculinity, gender, race, class and duty. At the heart of this process were a comparatively small number of classically-educated men who influenced the reorganisation and reform of games between 1850 and 1914 laying the foundations for modern sport. This book explores their overlapping social networks, and the ways in which they sometimes co-opted ancient history, as they tried to retain control of the sporting landscape and promote an 'amateur ideal' based on a past that never really existed.

Verstraete, Pieter, Quiet Classrooms, Educational Soundscapes, and the Power of Silence: Towards an Acoustic History of Education. (Routledge Research in Education) 168 pp. 2025:4 (Routledge, UK) <740-1254>
ISBN 978-1-032-69468-9 hard ¥40,991.- (税込) GB￡ 145.00 *

This highly novel book provides an exploration of the role of silence in the school setting and interrogates the value of silence and quiet in contemporary educational practices, looking at pedagogies and classroom practice to guide this increasingly popular subdiscipline of the history of education.Arguably the first contribution written in English on the educational value of silence within the history of education more broadly, this book interrogates the way in which we encounter and label sounds and noises within the classroom, and the ways in which these have come to dictate relationships between teachers and pupils in our contemporary society. The chapters investigate sociocultural reasons for a Western problematization of silence and shyness of children, and the wider impact on class participation and treatment. The issues around children's sense of identity and teachers' authority are explored in relation to silence as a powerful tool for a progressive understanding of learning. Ultimately, the book will guide thinking around educational, acoustic surroundings and provide alternative vocabulary to talk about educational soundscapes and the real-term impact on our learning environments.Providing a novel and nuanced framework for studying schools as acoustic or sound spaces, the book will be of interest to researchers, scholars, and academics in the fields of history of education, curriculum studies, and the theories of learning more broadly.Translated by Emmeline Burdett on the basis of the original Dutch edition, Leuven University Press, 2022

Herscher, Andrew, Under the Campus, the Land: Anishinaabe Futuring, Colonial Non-Memory, and the Origin of the University of Michigan. 160 pp. 2025:3 (U. Michigan Pr., US) <739-828>
ISBN 978-0-472-07723-6 hard ¥12,474.- (税込) US$ 60.00
ISBN 978-0-472-05723-8 paper ¥4,147.- (税込) US$ 19.95 *

In the 1817 Treaty of Fort Meigs, Anishinaabe leaders granted land to a college where their children could be educated. At the time, the colonial settlement of Anishinaabe homelands hardly extended beyond Detroit in what settlers called the "Michigan Territory." Four days after the Treaty of Fort Meigs was signed, the First College of Michigania was founded to claim the land that the Anishinaabeg had just granted. Four years later, the newly-chartered University of Michigan would claim this land. By the time that the university's successor moved to Ann Arbor twenty years later, Anishinaabe people had been forced to cede almost all their land in what had become the state of Michigan, now inhabited by almost 200,000 settlers.Under the Campus, the Land narrates the University of Michigan's place in both Anishinaabe and settler history, tracing the university's participation in the colonization of Anishinaabe homelands, Anishinaabe efforts to claim their right to an education, and the university's history of disavowing, marginalizing, and minimizing its responsibilities and obligations to Anishinaabe people. Continuing the public conversations of the same name on U-M's campus in 2023, Under the Campus, the Land provides a new perspective on the relationship between universities and settler colonialism in the US. Members of the U-M community, scholars of Midwest history, and those interested in Indigenous studies will find this book compelling.

Morris, John F., Students to Soldiers: Secret Military Education at Elite Schools, 1815-1945. 248 pp. 2025:4 (U. Virginia Pr., US) <739-830>
ISBN 978-0-8139-5268-0 hard ¥23,908.- (税込) US$ 115.00 *
ISBN 978-0-8139-5269-7 paper ¥6,132.- (税込) US$ 29.50 *

An expansive study of the brutal rites of initiation at elite institutions that shaped young men into military leaders Informed by his own experience as a cadet at West Point, John Morris offers the first transnational history of student life at elite military preparatory institutions in Europe and America and the unofficial, underground rituals, practices, and codes that formed a crucial part of the education there. Comparing British public schools, the monarchical cadet schools in Imperial Germany, Austria, and Russia, and the US Military Academy over the course of the nineteenth and into the twentieth century and the world wars, Morris presents critical insights on the unsanctioned methods employed to transform young students into leaders of men. Extracurricular traditions-including but not limited to severe hazing-Morris argues, shaped the officers-in-training much more than their official courses of study. He also shows how romantic and sexual relations between boys facilitated the cultivation of hypermasculinity at these institutions. Students to Soldiers offers a fascinating glimpse into the lives of the budding military elites of Europe and America, both unpacking the arcane rituals that eventually became codified into honored traditions and analyzing their influence over the long term.

Messner, Michael A., The High School: Sports, Spirit, and Citizens, 1903-2024. (Critical Issues in Sport and Society) 340 pp. 2025:3 (Rutgers U. Pr., US) <739-662>
ISBN 978-1-9788-3953-3 hard ¥6,849.- (税込) US$ 32.95 *

High school yearbooks provide both a vivid snapshot of student life and a reflection of what the adults in the community valued the most. For instance, athletics are often covered more than academics, and boys' sports routinely receive more attention than girls' sports. But how have those values changed over time? In The High School, acclaimed sociologist Michael A. Messner reads through 120 years of El Gabilan, the yearbook from his own alma mater, Salinas High School in California, where his father taught and coached. Treating the yearbooks as a historical archive, Messner makes surprising discoveries about the school he thought he knew so well. For example, over fifty years before Title IX, the earliest yearbooks gave equal spotlights to boys' and girls' athletics, while the cheerleaders were all boys. Tracing American life and culture from 1903 to 2024, Messner illuminates shifts in social practices at his high school that reflect broader changes in American culture across the twentieth century. The High School spotlights how the meanings and iconography of certain activities have changed radically over the decades, even as the "sports spirit complex"-involving athletes, cheerleaders, band members, and community boosters-has remained a central part of the high school experience. By exploring evolving sports cultures, socioeconomic conditions, racial demographics, and gender norms, Messner offers a fresh perspective on a defining feature of American teenage life.

Dagbovie, Pero G., Forever in the Path: The Black Experience at Michigan State University. 682 pp. 2025:2 (Michigan State U. Pr., US) <739-752>
ISBN 978-1-61186-494-6 hard ¥10,384.- (税込) US$ 49.95 *