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

Sooryamoorthy, R. / Ojong, Vivian (eds.), Researching the 'New Normal' Social World: Methodological Adaptations and Innovations Post-Pandemic. 208 pp. 2023:12 (Routledge, UK) <707-6>
ISBN 978-1-03-247076-4 hard ¥38,461.- (税込) GB￡ 135.00 *

This edited volume focuses on the changing research methodologies in social science research, prompted by the new social world shaped by the pandemic. It explores adaptations and developments to meet the demands of transforming social circumstances and showcases innovative alternative approaches.Featuring a range of international and interdisciplinary contributors who discuss the context of social science research in the "new normal", the book sets out the need to redesign research to address present-day challenges for the post-pandemic. Chapters share methodological innovations and demonstrate how applicable these new and adapted methodologies are to a world post-pandemic, discussing a wide range of innovative, digital-first research methods with practical analysis. The role of technology and its application in social science research during this transition is explored in particular, alongside new approaches to quantitative and qualitative research that feature innovations in ethnography, online data collection, and ethical protocols for research.Ultimately offering a comprehensive exploration of adaptive and innovative social science research methodologies suited to the current social context, the book will be relevant to researchers, academics, and scholars in the fields of research methods, research technologies, and the sociology of education.

Kristjansson, Kristjan / Fowers, Blaine, Phronesis: Retrieving Practical Wisdom in Psychology, Philosophy, and Education. 344 pp. 2024:11 (Oxford U. Pr., UK) <707-40>
ISBN 978-0-19-287147-3 hard ¥25,641.- (税込) GB￡ 90.00 *

Phronesis, or practical wisdom, has interested philosophers (and more recently psychologists) for millennia. In the last decade or so, a bandwagon of diverse academics has been working with and celebrating the notion of phronesis as a metacognitive capacity, guiding morally aspirational cognition and action. In Phronesis: Retrieving Practical Wisdom in Psychology, Philosophy, and Education, Kristjan Kristjansson and Blaine J. Fowers work through some of the relevant puzzles created by the recent phronesis discourse, filling gaps in the current literatures, and pushing the research agenda in new directions. The book does so in a way that is radically interdisciplinary and draws in equal measure on insights from psychology, philosophy, and education. Through its revised and applied Aristotelianism, the book makes a contribution to vital ongoing debates within moral psychology, moral philosophy, professional ethics, and moral education about the salience of phronesis - addressing the topic accessibly both for academics in key disciplines and for a wider readership of intellectually minded readers. In addition, it offers practical advice about the development and education of phronesis in different areas of professional practice and secondary and college-level education.

M.カーノイ著　教育の政治経済学
Carnoy, Martin, The Political Economy of Education. 548 pp. 2024:3 (Cambridge U. Pr., UK) <707-158>
ISBN 978-1-00-936447-8 hard ¥35,612.- (税込) GB￡ 125.00 *
ISBN 978-1-00-936444-7 paper ¥14,241.- (税込) GB￡ 49.99 *

The Political Economy of Education provides academically rigorous yet clear explanations of the economics and politics driving today's educational systems and how economists analyze them. The book covers a host of topics central to teaching about education and crucial to educational policy. These include how to use the tools of economic and political theory to take critical measure of education's role in social mobility and economic growth, whether good teachers can overcome social class and race achievement gaps, the effectiveness of early childhood and vocational education, and debates on school accountability and whether increasing spending on schooling improves quality. The book also explores worldwide changes in higher education, especially massification and increased stratification and privatization. Written for upper undergraduate and graduate students in economics, public policy, and education and packed with real-world examples, this is an essential text for anyone interested in gaining fresh and international perspectives on education.

ジェンダーの信念、ステレオタイプ脅威、教師の期待国際ハンドブック
Watson, Penelope W. St J. et al. (eds.), The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations. (Routledge International Handbooks of Education) 392 pp. 2023:12 (Routledge, UK) <707-1130>
ISBN 978-1-03-223114-3 hard ¥61,253.- (税込) GB￡ 215.00 *

The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective. An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections: Gender Beliefs, Identity, Stereotypes, and Student Futures Stereotype Threat Teacher Expectations Synergies and SolutionsBy examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students. This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.

Charman, Karen / Dixon, Mary, Theorising Public Pedagogy: The Educative Agent in the Public Realm. (Routledge Research in Education) 128 pp. 2023:11 (Routledge, UK) <707-1145>
ISBN 978-1-03-231481-5 hard ¥38,461.- (税込) GB￡ 135.00 *

Drawing on the ideas of Hannah Arendt and Michel Foucault, this book extends the theoretical understanding of public pedagogy and brings into sharp focus the elements that constitute the public realm; the site of public pedagogy.Karen Charman and Mary Dixon offer a new theorisation of the public, a term at the heart of debate in the field, heightened in this post-truth era by the COVID-19 pandemic, the rise of fake news and the technological reconfigurations of public life. The new theorization addresses the 'public', 'pedagogy' and their confluence in 'public pedagogy'. The book explores a deep engagement with the architecture and dynamics of pedagogy and argues for the positioning of pedagogy with the public. The authors contribute to a theorisation that re-considers the individual and their capacity for agency within the public realm. The book presents knowledge and pedagogical encounters as key elements of public pedagogy and most significantly, the educative agent as a means of critically rethinking social life and learning in public spaces.Presenting an innovative theoretical approach, this book will be of interest to academics in the fields of public and critical pedagogy and postgraduate students in education, cultural studies and politics.

Ford, Jillian / Jaramillo, Nathalia E. (eds.), Disrupting Colonial Pedagogies: Theories and Transgressions. (Transformations: Womanist, Feminist, and Indigenous Studies) 224 pp. 2023:11 (U. Illinois Pr., US) <707-1146>
ISBN 978-0-252-04537-0 hard ¥23,716.- (税込) US$ 110.00 *
ISBN 978-0-252-08749-3 paper ¥5,605.- (税込) US$ 26.00 *

The impact of conquest and colonialism on identity and the construction of knowledge Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold. Powerful and interdisciplinary, Disrupting Colonial Pedagogies challenges colonialism and its influence on education to advance freer and more just forms of knowledge making. Contributors: Silvia Garcia Aguilar, Khalilah Ali, Angela Malone Cartwright, Adriana Diego, LeConte Dill, Sameena Eidoo, Genevieve Flores-Haro, Jillian Ford, Leena Her, Nathalia E. Jaramillo, Patricia Krueger-Henney, Claudia Lozano, Liliana Manriquez, Alberta Salazar, Leon Salazar, and Lorri Santamaria

多様性と社会正義教育の事例研究　第3版
Gorski, Paul C. / Pothini, Seema G., Case Studies on Diversity and Social Justice Education. 3rd ed. 168 pp. 2023:12 (Routledge, UK) <707-1147>
ISBN 978-1-03-250421-6 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-250420-9 paper ¥9,113.- (税込) GB￡ 31.99 *

Case Studies on Diversity and Social Justice Education offers pre- and in-service educators the opportunity to analyze and reflect upon a variety of real-life scenarios related to educational equity and social justice. The accessibly written cases allow educators to practice considering a range of contextual factors, check their own biases, and make immediate and longer-term decisions about how to create and sustain equitable learning environments for all students.Unique to this case study collection is a section of expert insights related to each case and a seven-point process for examining case studies. This framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve inequities and injustice in schools. Features of the third edition include:Ten new case studies and updates to existing cases that reflect societal contextsA series of questions to guide discussions for each case; andA section of facilitator notes called "Points for Consideration" that provide valuable insight for understanding how inequity is operating in each caseThe cases themselves present everyday examples of the ways in which racism, sexism, cisgenderism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom, school, and district issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used.

Isildar, Arda / Hullebusch, Eric van / Huisingh, D. (eds.), Critical Materials and Sustainability Transition. (Theorizing Education) 216 pp. 2023:12 (CRC Pr., US) <707-1148>
ISBN 978-1-03-211221-3 hard ¥37,037.- (税込) GB￡ 130.00 *

Critical minerals play a vital role in the ongoing energy transition, which aims to shift global energy systems towards more sustainable and low-carbon alternatives. These minerals, also known as critical minerals, are essential components in various clean energy technologies such as wind turbines, solar panels, electric vehicles, and energy storage systems. They possess unique properties that enable efficient energy generation, storage, and transmission. For instance, neodymium, a rare earth element, is crucial for the production of high-performance magnets used in wind turbines and electric motors. Lithium, another critical mineral, is a key component in rechargeable batteries powering electric vehicles and energy storage solutions. As the demand for clean energy technologies continues to rise, securing a sustainable and reliable supply of critical minerals becomes increasingly important to support the global energy transition and reduce dependence on fossil fuels. In this book, we investigate various aspects of critical mineral governance in the context of sustainability transition. We give perspectives around the critical metal requirements of sustainability transition in a forward-looking manner.We discuss the answers to the following questions:What role do the critical raw materials play in the transition to a sustainable economy and energy systems transformation?What are the bottlenecks in achieving a sustainable critical material supply?How do the critical minerals enable renewable energy transition and sustainable development? What is their role in the sustainability transition?How is mineral criticality assessed? And how critical are minerals? What are some regional differences in terms of critical mineral availability, processing capacity, and the supply chain?What strategy should be followed in deciding between primary raw materials and secondary raw materials in supplying critical raw materials for the transition to a sustainable economy?What is the (known) critical material budget, and how does it fit with the climate pledges?The authors of the chapters of this book take a multi-perspective approach and provide insights from industrial ecology, environmental engineering, and sustainable management of natural resources. The information provided will help readers to understand critical metal requirements of present and future key technologies and will help societies to develop and implement sustainable supply strategies.

Mayer, Susan Jean, Practicing Pragmatism through Progressive Pedagogies: A Philosophical Lens for Grounding Classroom Teaching and Research. (Studies in Curriculum Theory Series) 160 pp. 2023:12 (Routledge, UK) <707-1150>
ISBN 978-1-03-234065-4 hard ¥38,461.- (税込) GB￡ 135.00 *

This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools. Given that pragmatism addresses the question of how people can move forward in the absence of transcendent Truth, the author shows how pragmatism also-and not incidentally-provides grounds for pluralistic democratic societies to move forward in the absence of shared belief systems.Weaving together philosophical analysis and classroom discourse research, Mayer explores the relationships among pragmatism, progressive educational theory, and democratic knowledge construction processes and their implications for enacting progressive educational practices in schools. Several original, research-based heuristics that can serve in reliably identifying, studying, and orchestrating distinctively democratic knowledge construction processes are presented. The importance of granting all students a share of interpretive authority is also emphasized. For in learning to observe and reflect on one's own terms, attend closely to the observations and interpretations of one's peers, and reason collaboratively in a transparent and principled manner, young people are enculturated into essential democratic values, commitments, and practices.This book is written for a general audience and is intended for all those concerned with strengthening the democratic character of schools and societies. It is likely to appeal to scholars, researchers, and practitioners with interests in philosophy and classroom discourse and curriculum studies, as well as philosophers of education and the social sciences more broadly.

社会正義のための教育
Michelli, Nicholas M. / Jacobowitz, Tina J. et al., Education for Social Justice: The Meaning of Justice and Current Research. 168 pp. 2023:12 (Routledge, UK) <707-1151>
ISBN 978-1-03-242219-0 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-242030-1 paper ¥10,253.- (税込) GB￡ 35.99 *

Education for Social Justice is a statement of the role of education in promoting social justice. Drawing on research, this book explains what social justice is, presents the argument that democracy requires a commitment to social justice, and shows what action steps need to be taken to ensure social justice is achieved within education and society more broadly.The text presents research and concrete examples to examine the social justice issues facing society today. Some of the social justice topics explored include access to higher education, informal education (such as museums and art galleries) and adequate civic education, and racial and gender discrimination within education, as well as access to healthcare and the vote, which impact students' learning. It explores specific research and action for each of these elements and, at the end of the book, provides potential paths forward to improve social justice outcomes.This timely book encourages readers to consider what we can do to enhance social justice in education and society. It is important reading for pre-service teachers, particularly those studying teaching for social justice, social studies education, and educational policy and politics, as well as for in-service teachers who want to make a difference.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

Reinertsen, Anne B. / Thomas, Louise M., Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open. (Postqualitative, New Materialist and Critical Posthumanist Research) 192 pp. 2023:12 (Routledge, UK) <707-1152>
ISBN 978-1-03-222674-3 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-222679-8 paper ¥10,822.- (税込) GB￡ 37.99 *

Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open looks at the true value and possibilities of 'learning' and knowledge within the emerging field of New Public Governance by examining, through a posthumanist lens and other perspectives, the paradoxical knowledge situation we are in today.This book addresses the constitution of knowledge as an uncertain process, understanding text as spaces for entanglements of knowledge - knowledge not as certainty but as uncertainty - and writing as the act and art of engaging with these entanglements. Through examining research from multiple perspectives, text, stories as narrative are constructed as data - showing ethnographic engagements between writers, readers and texts. The authors show how to construct messy entanglements of continual, always already constant thinking and becomings, through the art and science of research and writing as knowledging processes.Suitable for scholars of posthumanist thinking in Education and the social sciences, this book challenges the academy to look at new ways of thinking with and through knowledge and showing the importance of such processes.

Rickinson, Mark / Walsh, Lucas / Gleeson, Joanne et al., Understanding the Quality Use of Research Evidence in Education: What It Means to Use Research Well. 184 pp. 2023:12 (Routledge, UK) <707-1153>
ISBN 978-1-03-240617-6 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-240616-9 paper ¥7,119.- (税込) GB￡ 24.99 *

This book focuses on the question of how to understand quality use of research evidence in education, or what it means to use research evidence well. Internationally there are widespread efforts to increase the use of research evidence within educational policy and practice. Such efforts raise important questions about how we understand not just the quality of evidence, but also the quality of its use. To date, there has been wide-ranging debate about the former, but very little dialogue about the latter. Based on a five-year study with schools and school systems in Australia, this book sheds new light on: why clarity about quality of use is critical to educational improvement; how quality use of research evidence can be framed in education; what using research well involves and looks like in practice; what quality research use means for individuals, organisations and systems; and what aspects of using research well still need to be better understood. This book will be an invaluable resource for professionals within and beyond education who want to better understand what using research evidence well means and involves and how it can be supported.

Sotirovska, Vera / Vaughn, Margaret, Enhancing Educators' Theoretical and Practical Understandings of Critical Literacy. (Elements in Critical Issues in Teacher Education) 75 pp. 2023:9 (Cambridge U. Pr., UK) <707-1155>
ISBN 978-1-00-930470-2 paper ¥4,843.- (税込) GB￡ 17.00 *

This Element explores ways to promote critical literacy in teacher education. First, the authors define critical literacy in the context of teacher education through established theoretical frameworks and models of critical literacy pedagogy and share their collective findings on critical literacy research over the course of a decade. Building from these theoretical understandings of critical literacy, they outline ways to actualize critical literacy in teacher education as a transformative pedagogy coupled with resources and activities that support equitable teaching practices. Next, they illustrate how adaptive teaching supports critical literacy pedagogy and underscore autoethnography as a reflective tool to engage pre-service teachers in critical literacy practice. They model this approach with mentor text analyses using critical literacy as a lens to facilitate critically-oriented mindsets in teachers through visioning. They conclude with implications for classroom practice at the intersections of critical literacy and teacher preparation and provide directions for future research.

Wegerif, Rupert / Major, Louis, The Theory of Educational Technology: Towards a Dialogic Foundation for Design. 232 pp. 2023:12 (Routledge, UK) <707-1157>
ISBN 978-1-03-205186-4 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-205637-1 paper ¥10,253.- (税込) GB￡ 35.99 *

Educational technology is controversial - some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a 'dialogic' theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence.Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design.A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching or making decisions about the use of technologies within educational contexts.