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

Nicolaysen, Rainer / Krause, Eckart u. a. (Hrsg.), 100 Jahre Universitaet Hamburg: Studien zur Hamburger Universitaets- und Wissenschaftsgeschichte in vier Baenden. Band 3: Erziehungswissenschaft. Sozialwissenschaften. Wirtschaftswissenschaften. Rechtswissenschaft. 500 S. 2022:6 (Wallstein Vlg., GW) <669-1646>
ISBN 978-3-8353-3968-2 hard ¥11,668.- (税込) EUR 48.00

O'Shaughnessy, Andrew J., The Illimitable Freedom of the Human Mind: Thomas Jefferson's Idea of a University. 368 pp. 2021:9 (U. Virginia Pr., US) <669-1647>
ISBN 978-0-8139-4648-1 hard ¥7,841.- (税込) US$ 34.95 *

Already renowned as a statesman, Thomas Jefferson in his retirement from government turned his attention to the founding of an institution of higher learning. Never merely a patron, the former president oversaw every aspect of the creation of what would become the University of Virginia. Along with the Declaration of Independence and the Virginia Statute for Religious Freedom, he regarded it as one of the three greatest achievements in his life. Nonetheless, historians often treat this period as an epilogue to Jefferson's career.In The Illimitable Freedom of the Human Mind, Andrew O'Shaughnessy offers a twin biography of Jefferson in retirement and of the University of Virginia in its earliest years. He reveals how Jefferson's vision anticipated the modern university and profoundly influenced the development of American higher education. The University of Virginia was the most visible apex of what was a much broader educational vision that distinguishes Jefferson as one of the earliest advocates of a public education system.Just as Jefferson's proclamation that "all men are created equal" was tainted by the ongoing institution of slavery, however, so was his university. O'Shaughnessy addresses this tragic conflict in Jefferson's conception of the university and society, showing how Jefferson's loftier aspirations for the university were not fully realized. Nevertheless, his remarkable vision in founding the university remains vital to any consideration of the role of education in the success of the democratic experiment.

Platt, R. Eric / Foster, Holly A. (eds.), Persistence through Peril: Episodes of College Life and Academic Endurance in the Civil War South. 256 pp. 2021:9 (U. Pr. Mississippi, US) <669-1649>
ISBN 978-1-4968-3503-1 hard ¥24,684.- (税込) US$ 110.00 *
ISBN 978-1-4968-3504-8 paper ¥7,854.- (税込) US$ 35.00 *

To date, most texts regarding higher education in the Civil War South focus on the widespread closure of academies. In contrast, Persistence through Peril: Episodes of College Life and Academic Endurance in the Civil War South brings to life several case histories of southern colleges and universities that persisted through the perilous war years. Contributors tell these stories via the lived experiences of students, community members, professors, and administrators as they strove to keep their institutions going. Despite the large-scale cessation of many southern academies due to student military enlistment, resource depletion, and campus destruction, some institutions remained open for the majority or entirety of the war. These institutions-"The Citadel" South Carolina Military Academy, Mercer University, Mississippi College, the University of North Carolina, Spring Hill College, Trinity College of Duke University, Tuskegee Female College, the University of Virginia, the Virginia Military Institute, Wesleyan Female College, and Wofford College-continued to operate despite low student numbers, encumbered resources, and faculty ranks stripped bare by conscription or voluntary enlistment. This volume considers academic and organizational perseverance via chapter "episodes" that highlight the daily operations, struggles, and successes of select southern institutions. Through detailed archival research, the essays illustrate how some southern colleges and universities endured the deadliest internal conflict in US history.Contributions by Christian K. Anderson, Marcia Bennett, Lauren Yarnell Bradshaw, Holly A. Foster, Tiffany Greer, Don Holmes, Donavan L. Johnson, Lauren Lassabe, Sarah Mangrum, R. Eric Platt, Courtney L. Robinson, David E. Taylor, Zachary A. Turner, Michael M. Wallace, and Rhonda Kemp Webb.

Roos, Merethe, International Impact on 19th Century Norwegian Education: Development, Influence and National Identity. 158 pp. 2022:1 (Palgrave Macmillan, UK) <669-1650>
ISBN 978-3-030-88384-3 hard ¥31,599.- (税込) EUR 129.99

This book examines Norwegian education throughout the course of the 19th century, and discusses its development in light of broader transnational impulses. The nineteenth century is regarded as a period of increasing national consciousness in Norway, pointing forward to the political independency that the country was granted in 1905. Education played an important role in this process of nationalisation: the author posits that transnational - for the most part Scandinavian - impulses were more decisive for the development of Norwegian education than has been acknowledged in previous research. Drawing on the work of educator and school bureaucrat Hartvig Nissen, who is recognised as the most important educational strategist in 19th century Norway, this book will be of interest to scholars of the history of education and Norwegian education more generally.

Wenk, Sandra, Hoffnung Hauptschule: Zur Geschichte eines vergessenen Gesellschaftsprojekts der Bildungsreformaera 1957-1973. 480 S. 2022:4 (Wallstein Vlg., GW) <669-1651>
ISBN 978-3-8353-5014-4 hard ¥11,911.- (税込) EUR 49.00

Dunning, Arthur N., Unreconciled: Race, History, and Higher Education in the Deep South. 312 pp. 2021:3 (U. Georgia Pr., US) <669-1496>
ISBN 978-0-8203-5865-9 hard ¥7,841.- (税込) US$ 34.95 *

Willis, Vincent D., Audacious Agitation: The Uncompromising Commitment of Black Youth to Equal Education after Brown. 228 pp. 2021:8 (U. Georgia Pr., US) <669-1550>
ISBN 978-0-8203-5969-4 hard ¥27,140.- (税込) US$ 120.95 *
ISBN 978-0-8203-5968-7 paper ¥6,944.- (税込) US$ 30.95 *

In the decade after the landmark 1954 Brown v. Board decision, it became clear to students, parents, and community members alike that court cases were insufficient in the pursuit of educational justice. This book explores what made it difficult for educational equality to become obtainable after the Brown decision as well as the resilience and activism of younger Black students who sought to enforce equality-even when the government could not. The 1954 ruling enabled public schools to reach a degree of desegregation but did not enable them to become "the learning institutions they could have become" due to the actions of white officials and local white communities who construed Black youth's articulation of educational redress as "adversarial" instead of as a "communal enterprise." Importantly, Audacious Agitation does not portray Black youth as objects of study but rather highlights their powerful agency in increasing opportunity for themselves through the educational system.

Padilla, Tanalis, Unintended Lessons of Revolution: Student Teachers and Political Radicalism in Twentieth-Century Mexico. 376 pp. 2022:1 (Duke U. Pr., US) <669-1255>
ISBN 978-1-4780-1386-0 hard ¥24,223.- (税込) US$ 107.95 *
ISBN 978-1-4780-1479-9 paper ¥6,719.- (税込) US$ 29.95 *

In the 1920s, Mexico established rural normales-boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution, Tanalis Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity-from campesinos, to students, to teachers-speaks to Mexico's twentieth-century transformations.