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

Loewenheim, Oded, Expedition Escape from the Classroom: Political Outings on the Campus and the Anxiety of Teaching IR. 272 pp. 2024:11 (U. Michigan Pr., US) <728-905>
ISBN 978-0-472-07711-3 hard ¥17,160.- (税込) US$ 80.00 *
ISBN 978-0-472-05711-5 paper ¥7,496.- (税込) US$ 34.95 *

Despite facing profound teaching anxiety stemming from the politically intense surroundings in Israel and his own writer's block, Oded Loewenheim crafted an innovative college course that breaks free from the traditional classroom setting to explore the depths of Jerusalem's Mount Scopus campus. He takes his class-and by extension, the reader-to explore the political and historical imprints scattered throughout Mount Scopus, such as the Jerusalem British War Cemetery, the botanical garden of the campus, and the bomb shelter of the Harry S. Truman Research Institute. Drawing from a rich tapestry of disciplines that include political geography, botany, literature, history, and archaeology, this book invites readers to find the international in the everyday.Expedition Escape from the Classroom offers a unique narrative where teaching and its inherent challenges intersect with the intricacies of global politics, history, and identity. While recounting his academic experiment, Loewenheim grapples with the changing landscape of academia in a neoliberal age, while illustrating how personal vulnerabilities can transform into powerful tools for growth, exploration, and enlightenment. Whether you're an educator, student, or just a curious reader, Expedition Escape from the Classroom promises a journey of reflection, critical thinking, and profound revelations.

Evans, Stephanie Y., Black Feminist Writing: A Practical Guide to Publishing Academic Books. 272 pp. 2024:9 (State U. New York Pr., US) <728-5>
ISBN 978-1-4384-9926-0 hard ¥21,235.- (税込) US$ 99.00 *
ISBN 978-1-4384-9927-7 paper ¥5,351.- (税込) US$ 24.95 *

Hopkins, Diana / Reid, Tom, The Academic Skills Handbook: Your Guide to Success in Writing, Thinking and Communicating at University. 2nd ed. (Student Success) 448 pp. 2024:2 (Sage, UK) <728-6>
ISBN 978-1-5297-9680-3 hard ¥14,080.- (税込) GB￡ 50.00 *
ISBN 978-1-5297-9679-7 paper ¥4,502.- (税込) GB￡ 15.99 *

This is your complete guide to success in navigating, writing, thinking, and communicating at university. Packed with tips, diagnostic tools, guided exercises, and full text examples, it equips you to boost your grades, ace your assignments, and get the most out of your time at university. This book helps you: Prepare for and navigate university cultureDevelop the academic skills needed for success at universityCommunicate your ideas with confidence and clarityWatch your skills grow with diagnostic toolsCreate your own study plan tailored to the skills you needKnow what your tutor is looking for and how to deliverTurn your skills into success after university The Academic Skills Handbook is specially designed to show you where your strengths are and what you need to work on, so you get a practice plan that is perfect for your needs. It then arms you with the principles and practice to get ahead in your academic writing, presentations and group work. What's new to this edition? Three chapters on university culture, writing blogs, and online and blended learning (including best practices for using AI as a support tool), as well as new annotated examples of course work and increased coverage of wellbeing. Student Success is a series of essential guides for students of all levels. From how to think critically and write great essays to boosting your employability and managing your wellbeing, the Student Success series helps you study smarter and get the best from your time at university.

J.E.アウン著『Robot-Proof－AI時代の大学教育』改訂版
Aoun, Joseph E., Robot-Proof: Higher Education in the Age of Artificial Intelligence. Rev. & Updated ed. 216 pp. 2024:10 (MIT Pr., US) <728-1545>
ISBN 978-0-262-54985-1 paper ¥5,351.- (税込) US$ 24.95 *

A fresh look at a 'robot-proof' education in the new age of generative AI. In 2017, Robot-Proof, the first edition, foresaw the advent of the AI economy and called for a new model of higher education designed to help human beings flourish alongside smart machines. That economy has arrived. Creative tasks that, seven years ago, seemed resistant to automation can now be performed with a simple prompt. As a result, we must now learn not only to be conversant with these technologies, but also to comprehend and deploy their outputs. In this revised and updated edition, Joseph Aoun rethinks the university s mission for a world transformed by AI, advocating for the lifelong endeavor of a 'robot-proof' education. Aoun puts forth a framework for a new curriculum, humanics, which integrates technological, data, and human literacies in an experiential setting, and he renews the call for universities to embrace lifelong learning through a social compact with government, employers, and learners themselves. Drawing on the latest developments and debates around generative AI, Robot-Proof is a blueprint for the university as a force for human reinvention in an era of technological change an era in which we must constantly renegotiate the shifting boundaries between artificial intelligence and the capacities that remain uniquely human.

MOOCsの商業化
Dianati, Seb, The Commercialisation of Massive Open Online Courses: Reading Ideologies in Between the Lines. 174 pp. 2024 (Palgrave Macmillan, UK) <728-1546>
ISBN 978-3-031-58183-0 hard ¥10,441.- (税込) EUR 44.99

This book critically examines the role of Massive Open Online Courses (MOOCs) in higher education, against the backdrop of rapid developments in online learning. Reporting on a method by which one could isolate ideologically charged words from websites, the author underlines the need to pause, question and understand the underlying motives behind MOOCs, and ask fundamental questions about their data use, commercial interests, and ability to provide 'good' education. With its step-by-step ideological analysis, the author challenges educators, policymakers, and students alike to reconsider the fabric of online courses and their associated platforms. The book will appeal to scholars of digital education and sociology, as well as scholars from the critical sciences.

Garas-York, Keli, School-University Partnerships: The Professional Development Schools (PDS) Approach. 208 pp. 2024:11 (State U. New York Pr., US) <728-1549>
ISBN 978-1-4384-9993-2 hard ¥21,235.- (税込) US$ 99.00 *

School-University Partnerships offers an introductory guide for education faculty members and in-service school professionals seeking clinically rich teaching experiences. It provides distinctive learning opportunities and professional development for all stakeholders through collaborative planning and by leveraging resources. Keli Garas-York presents Professional Development Schools (PDS) structures that can be tailored to the specific needs of an institution and its partners. Drawing on the 2021 NAPDS (National Association of Professional Development Schools) framework, which outlines the Nine Essentials, Garas-York defines what it means to be a PDS. Examples of the various aspects of school-university partnerships are provided, as well as document templates to help formalize and organize a consortium and tackle real-world scenarios. This text will be useful to educators interested in developing local school-university partnerships.

Gigliotti, Ralph A., Post-Crisis Leadership: Resilience, Renewal, and Reinvention in the Aftermath of Disruption. 180 pp. 2024:11 (Rutgers U. Pr., US) <728-1550>
ISBN 978-1-9788-3849-9 hard ¥25,740.- (税込) US$ 120.00 *
ISBN 978-1-9788-3848-2 paper ¥5,351.- (税込) US$ 24.95 *

Given the many pressures facing leaders across higher education, the work of crisis leadership remains an imperative for leaders at all levels. Attention tends to center on strategies for engaging in leadership both prior to and during crisis, often leaving the post-crisis period as an afterthought. This book introduces a research-informed framework for this critical, and often neglected, phase of crisis leadership. With an underlying commitment to values-based, principle-oriented, and people-centered practices, this framework consists of five leadership practices that are recognized as especially critical in the aftermath of crisis: (a) encourage learning, (b) inspire growth, (c) stimulate meaning-making, (d) pursue reinvention, and (e) advance renewal. Communication serves a critical role in each of the various dimensions of post-crisis leadership, and it is a communication orientation that can help to inform the paradoxes, processes, and patterns that arise during these periods of immense tension and, at times, transcendence.

Graff, Nelson / Hogan, Nika / Kersnar, Rebecca (eds.), Breakthroughs in College Reading: The Promises and Tensions of Disciplinary Reading Apprenticeships. 248 pp. 2024:9 (Rowman & Littlefield, US) <728-1551>
ISBN 978-1-5381-9816-2 hard ¥23,595.- (税込) US$ 110.00 *
ISBN 978-1-5381-9817-9 paper ¥9,009.- (税込) US$ 42.00 *

This collection combines scholarship, reflection, and practitioner stories of classroom teaching. It begins by reporting the results of a survey of 86 college faculty and staff regarding breakthroughs in their teaching of reading and proposes three tentative threshold concepts and what the editors call a meta-concept undergirding those threshold concepts. Contributors from writing studies, English, first-year seminar, chemistry, biology, psychology, mathematics and other disciplines describe their strategies for engaging college students in reading in their disciplines, sharing what they have learned from their years of experience using the Reading Apprenticeship framework in the classroom. Chapters that elaborate on that framework and on the tensions of academic apprenticeship round out the collection. The collection is motivated by the question, How do we help college students become independent learners in their disciplines? In it, the editors and contributors argue that we do so by supporting students in learning from texts. In order to do so effectively, college faculty must recognize reading as a problem-solving process, encourage and support students in taking responsibility for the intellectual work in their classes, and create strong classroom communities that help students develop identities as scholars. When we truly engage in a reciprocal academic apprenticeship with our students--valuing what they bring to our disciplines as much as what our disciplines offer them--we transform our classrooms and the academy itself. The authors in this collection illustrate this difficult and rewarding work with stories of and reflections on the practices in their own contexts that begin to make this shift.

混乱の時代の高等教育－欧州の国際化政策の比較
Lohse, Anna P., Higher Education in an Age of Disruption: Comparing European Internationalisation Policies. 338 pp. 2024 (Palgrave Macmillan, UK) <728-1554>
ISBN 978-3-031-57911-0 hard ¥37,132.- (税込) EUR 159.99

This book investigates European higher education internationalisation policies during a period marked by extreme upheaval due to Brexit and the COVID-19 pandemic. Situating her analysis at the intersection of higher education research and policy studies, the author combines historical and sociological institutionalism to investigate how this time of disruption impacted higher education policies in England, France and Germany. Based on extensive qualitative data derived from expert interviews and document analysis, the study offers timely insights into dynamics of institutional change and stability in higher education governance, as well as implications for the future of cross-border education and internationalisation. The book will appeal to academics and students interested in education policy and the internationalisation of higher education.

Richards, Kendall / Pilcher, Nick / Lee, Gyung Sook Jane, International Academic Staff: The Roles of Languages, Cultures, and Personalities. 164 pp. 2024 (Palgrave Macmillan, UK) <728-1559>
ISBN 978-3-031-58759-7 hard ¥30,169.- (税込) EUR 129.99

This book ?focuses on the experiences of international academic staff in higher education, particularly examining the influences of issues such as languages, cultures, and personalities. The qualitative approach taken by the authors provides vignettes of varied international contexts, which are then compared and analysed to highlight important considerations for practice in different settings. By exploring the experiences of staff teaching within a language that is not their first language, and in a different cultural context, the authors contribute to a burgeoning area of research, and scholars working on Applied Linguistics, Higher Education, English as a Medium of Instruction and other aspects of Internationalisation are likely to find the book relevant and useful.

Robinson, Kelly Fagan / Carew, Mark T. et al. (eds.), Inaccessible Access: Rethinking Disability Inclusion in Academic Knowledge Creation. 190 pp. 2024:11 (Rutgers U. Pr., US) <728-1560>
ISBN 978-1-9788-4146-8 hard ¥25,740.- (税込) US$ 120.00 *
ISBN 978-1-9788-4145-1 paper ¥5,995.- (税込) US$ 27.95 *

Inaccessible Access ethnographically addresses barriers to inclusion within knowledge-making. It focuses on the social, environmental, communicative, and epistemological barriers that people with disabilities confront and embody throughout the course of their learning and living and in the specific context of their higher education institutions and in research. It is presented by a neurodiverse, disabled, and non-cis cohort of authors, all of whom acknowledge a continuum of (in)access that is available to each contributor contingent on their inherent intersectionalities and alterities. The authors and editors of this book foreground the work that has yet to be done on recognizing the value of nonnormative ways of approaching, being in, and knowing research and higher education, particularly in cases where disablity-centered epistemologies are sidelined in confrontation with institutional norms, even within existing discourses concerning equality and alterity.

Thomas, Dave S. P. / Quinlan, Kathleen M. (eds.), Culturally Sensitive Curricula Scales: Researching, Evaluating and Enhancing Higher Education Curricula. (Palgrave Studies in Race, Inequality and Social Justice in Education) 193 pp. 2024 (Palgrave Macmillan, UK) <728-1561>
ISBN 978-3-031-57687-4 hard ¥39,453.- (税込) EUR 169.99

This edited book outlines the conceptualization, development, and use of a novel set of Culturally Sensitive Curricula Scales (CSCS) as an instrument for students to rate the cultural sensitivity of their curriculum, as well as a self-reflection tool for educators to use in order to make curriculum changes. The book provides insights from the use of the tools collectively and individually in a range of higher education institutions across the UK, to inform curriculum revision nationally and internationally.

Tomiak, Kerstin / Brown, Ruairidh J (eds.), Moving Abroad: Risks and Rewards Searching for an Academic Life Far Away. 231 pp. 2024:8 (Palgrave Macmillan, UK) <728-1562>
ISBN 978-981-9727-64-3 hard ¥32,490.- (税込) EUR 139.99

This book investigates a different way to gain academic job experience and start an academic career. With universities training more PhD candidates than there are academic jobs, the academic job market, particularly in the social sciences and humanities, is somewhat broken. A possibility for young PhD graduates and early career researchers to gain job experience in an ever more competitive job market is leaving their home countries and taking a job far from home. Academics move from the countries of the so-named global South to Europe and the USA, from the USA to Europe and vice versa, and increasingly also from the so-called "western World" to Asia, Africa, and the Middle East. Grounded in the personal experience of the editors and the chapter contributors, the book argues that there are more ways into academia and than the traditional route. Gathering the experiences of academics who have been moving to work in foreign places, among them Pakistan, Poland, China, the United Kingdom, Afghanistan, Portugal, and New Zealand, the book offers diverse and rich perspectives on academic mobility. What awaits the moving academic abroad, how to prepare for this move and what are the challenges and rewards in the foreign classrooms are questions the chapter contributors and editors reflect upon, ultimately wishing to help others decide whether to take this jump into the unknown.

Mobley, Steve D., Jr. / Njoku, Nadrea R. et al. (eds.), Embracing Queer Students' Diverse Identities at Historically Black Colleges and Universities: A Primer for Presidents, Administrators, and Faculty. 238 pp. 2024:10 (Rutgers U. Pr., US) <728-1430>
ISBN 978-1-9788-1613-8 hard ¥25,740.- (税込) US$ 120.00 *
ISBN 978-1-9788-1609-1 paper ¥6,424.- (税込) US$ 29.95 *

Embracing Queer Students' Diverse Identities at Historically Black Colleges and Universities: A Primer for Presidents, Administrators, and Faculty is both a call to action and a resource for historically Black college and university (HBCU) leaders and administrators, focusing on historical and contemporary issues related to expanding inclusionary policies and practices for members of HBCU communities who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ+). The essays, by HBCU presidents, faculty, administrators, alumni, and researchers, explore the specific challenges and considerations of serving LGBTQ+ students within these distinct college and university settings, with the ultimate goal of summoning HBCU communities, higher education scholars, and scholar-practitioners to take thoughtful and urgent action to support and recognize LGBTQ+ students. With this book as a primary resource, HBCUs can work toward becoming fully inclusive campus communities for all of their students.

Okello, Wilson Kwamogi, On Blackness, Liveliness, and What It Means to Be Human: Toward Black Specificity in Higher Education. (SUNY series, Critical Race Studies in Education) 272 pp. 2024:10 (State U. New York Pr., US) <728-1433>
ISBN 978-1-4384-9965-9 hard ¥21,235.- (税込) US$ 99.00 *

In "No Humans Involved: An Open Letter to My Colleagues," Jamaican writer and theorist Sylvia Wynter critiques the social and human sciences for perpetuating social hierarchies, particularly through the Western humanist framing of "Man" as the universal representation of humanity. Human development theories revolve around this concept, necessitating acquiescence to the category Man to claim humanity. But Blackness complicates and unsettles these terms in ways the fields of higher education and educational research are in many ways just beginning to confront.On Blackness, Liveliness, and What It Means to Be Human extends Wynter's critique to human development and academic knowledge production, arguing that Black specificity can create new possibilities for Black being. Wilson Kwamogi Okello closely examines holistic development theory, aiming not to reform but to reimagine the "self" it presupposes. Taking what he describes as a multimodal and multisensory approach, Okello engages a chorus of writers, thinkers, and cultural workers-Baldwin, Bambara, Brand, Hartman, Lorde, Sharpe, Spillers, Wilderson, and more-to reframe Blackness as a social, political, and historical matrix, going beyond the study of Black experiences, biology, or culture. Punctuated throughout by stunning images from artist Mikael Owunna's "Infinite Essence" series, the book proposes and enacts a methodological attunement to Blackness that can guide theory, policy, and practice toward an alternative praxis for the benefit of Black living.

Dykstra, Gretchen, Lessons from the Foothills: Berea College and Its Unique Role in America. 200 pp. 2024:9 (U. Pr. Kentucky, US) <728-1499>
ISBN 978-1-9859-0068-4 hard ¥12,870.- (税込) US$ 60.00 *
ISBN 978-1-9859-0069-1 paper ¥6,435.- (税込) US$ 30.00 *

On Christmas Eve in 1859, sixty-five prominent armed white men rode into the small Kentucky town of Berea and forced the townspeople to close its integrated one-room schoolhouse. The mob perceived the school as a threat to white supremacy and the racial order. Abolitionist John Gregg Fee established the school for the expressed purpose of providing education to anyone eager to learn, regardless of their race-a notion that horrified those convinced of the sanctity of white supremacy. The mob succeeded in evicting thirty-six community members, including Fee's family, but Fee and the others returned to Berea in 1864 and reestablished the school as Berea College-an institution committed to providing education to Appalachia's most vulnerable populations. In _Lessons from the Foothills_, Gretchen Dykstra profiles modern Berea College, considered the moral compass of the commonwealth, and its rich and beloved history. This book is the first to focus solely on the principles and practices that guide the college: the eight Great Commitments, which individually and holistically provide clear aspirations for the college and its community. Like the institution itself, Dykstra's portrait is structured around these principles; each chapter functions as a deep dive into the history, practice, and significance of each Great Commitment, from providing opportunity for the most marginalized, to its high academic standards, to its commitment to the entire region. One of the Great Commitments states that the college will "provide an educational opportunity for students of all races, primarily from Appalachia, who have great promise and limited economic resources." The college has fulfilled this commitment by eliminating tuition-one of the primary barriers between people living below the poverty line and a college education-and providing jobs for students to assist with living expenses. Including interviews with a range of members from the Berea community, alumni, students, faculty, and staff, Lessons from the Foothills is an engaging and illuminating profile of a unique and historic institution and its enduring commitment to nurture and support academic excellence and service among its students.

ラトガース大学－キャンパスの発展の2世紀
Hughes, James W. / Listokin, David / Edwards, Richard L., Rutgers Then and Now: Two Centuries of Campus Development, A Historical and Photographic Odyssey. 420 pp. 2024:11 (Rutgers U. Pr., US) <728-1501>
ISBN 978-1-9788-2470-6 hard ¥8,569.- (税込) US$ 39.95 *

Rutgers University has come a long way since it was granted a royal charter in 1766. As it migrated from a parsonage in Somerville, to the New Brunswick-sited Sign of the Red Lion tavern, to stately Old Queens, and expanded northward along College Avenue, it would both compete and collaborate with the city that surrounded it for room to grow.Rutgers, Then and Now tells this story, proceeding through ten sequential development phases of College Avenue and Piscataway campus expansions-each with its own buildings and physical layouts-that took place over the course of 250 years. It delivers stunning photographic and historic documentation of the growth of the university, showing "what it was and appeared originally" versus "what it is and looks like today." Among other in-depth analyses, the book compares the diminutive geographic scale of today's historical College Avenue Campus-once the entirety of Rutgers-to the much larger-sized (in acreage) Busch Campus. Replete with more than 500 images, the book also considers the Rutgers campuses that might have been, examining plans that were changed or abandoned. Shedding light on the sacrifices and gifts that transformed a small college into a vital hub for research and beloved home for students, it explores how Rutgers grew to become a world-class university.

アリゾナ大学－100の物語に見る歴史
McNamee, Gregory, The University of Arizona: A History in 100 Stories. (Sentinel Peak) 320 pp. 2024:11 (U. Arizona Pr., US) <728-1502>
ISBN 978-1-941451-14-4 paper ¥4,922.- (税込) US$ 22.95 *