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

Durkee, Robert K., The New Princeton Companion. 584 pp. 2022:3 (Princeton U. Pr., US) <670-2563>
ISBN 978-0-691-19874-3 hard ¥13,464.- (税込) US$ 60.00 *

The definitive single-volume compendium of all things PrincetonThe New Princeton Companion is the ultimate reference book on Princeton University's history and traditions, personalities and key events, and defining characteristics and idiosyncrasies. Robert Durkee brings a unique insider's perspective to the school's dramatic transformation over the past five decades, showing how it has become more multicultural, multiracial, and multinational, all the while advancing its distinctive academic mission.Featuring more than 400 entries presented alphabetically, this wide-ranging collection covers topics from academic departments, cultural resources, and student organizations, hoaxes, and pranks to athletic teams, the town of Princeton, and university presidents. There are entries on coeducation, women, people of color, traditionally underrepresented groups, the diversification of campus iconography, and the protest activity that helped to usher in many of these changes. This marvelous compendium also includes annotated maps tracing the growth of the campus over more than two and a half centuries, lists ranging from prizewinners of many kinds to Olympic medalists, and an illustrated calendar that highlights something that happened in Princeton's history on every day of the year.Now completely updated, revised, and expanded from the classic 1978 edition, The New Princeton Companion tells you virtually everything there is to know about this remarkable institution of higher learning, revealing what it stands for, what it aspires to, and how it evolved from a tiny colonial college to one of the most acclaimed research universities in the world.

Engelmann, Sebastian / Hemetsberger, B. / Jacob, F. (eds.), War and Education: The Pedagogical Preparation for Collective Mass Violence. (War (Hi) Stories 10) 416 S. 2022:4 (Schoeningh, GW) <670-2564>
ISBN 978-3-506-79196-2 paper ¥31,359.- (税込) EUR 129.00

This book shows that education does not only prepare war, but defines its character for future generations. Pointing out the intricate interconnetion with the various practices of education this volume offers in-depth studies of war and education in several chronological and geographical contexts. Tying in with the latest state of the art the authors offer examples for education for war, education in war and education for reconciliation in the aftermath of wars from a global perspective.

Gregg, Tim, Breaking Away: How the Texas A&M University System Changed the Game. 256 pp. 2021:12 (Texas A&M U. Pr., US) <670-2566>
ISBN 978-1-64843-041-1 hard ¥7,854.- (税込) US$ 35.00 *

One of the largest higher education networks in the United States, the Texas A&M University System, with a budget of some $6.3 billion, educates more than 150,000 students annually through its flagship campus in College Station and across its ten other member universities. Since 2011, the Texas A&M System has been under the leadership of John Sharp, former Texas Comptroller of Public Accounts and a member of the Fightin' Texas Aggie Class of 1972.In Breaking Away: How the Texas A&M University System Changed the Game, author Tim Gregg chronicles the last ten years of the Texas A&M System. Though A&M's decision to exit the Big 12 and join the SEC preceded Sharp's tenure as chancellor, in many ways it foreshadowed the decisive steps that placed the Texas A&M University System at the forefront of multiple initiatives. Sharp's and the Regents' leadership set a new course for achievement throughout the System's institutions and agencies. As Gregg shows, the last ten years have seen advances in emergency management, research funding, extension work, and other enterprises benefiting not only the university system but the entire state.Based on hours of interviews with an array of key participants from across the Texas A&M System and a host of former students and other stakeholders associated with Texas A&M, Gregg has assembled a highly readable account of a pivotal time. Including a foreword by Henry Cisneros, former secretary of housing and urban development, Breaking Away is replete with little-known stories from behind the scenes as well as major developments in the recent history of the System under Chancellor Sharp's leadership, telling an important story about one of the nation's leading higher education and public service networks.

Grendler, Paul F., Humanism, Universities, and Jesuit Education in Late Renaissance Italy. (History of Early Modern Educational Thought 4) 544 pp. 2022:5 (Brill, NE) <670-2567>
ISBN 978-90-04-51027-2 hard ¥35,249.- (税込) EUR 145.00

This book contains twenty essays on Italian Renaissance humanism, universities, and Jesuit education in three equal parts. The book defines Renaissance humanism, then studies biblical humanism, humanistic education in Venice, the pioneering historian of humanism Georg Voigt, and Paul Oskar Kristeller. The middle section discusses Italian universities, the sports played by university students, a famous law professor, and the controversy over the immortality of the soul. The last section analyses Jesuit education: the culture of the Jesuit teacher, the philosophy curriculum, attitudes toward Erasmus and Juan Luis Vives, and the education of a cardinal. Most essays were published between 2006 and 2019; one is new.

Kelly, Amy, A Guide to High-Stakes Standardized Testing in the United States: A Historical Overview. (Brill Guides to Scholarship in Education 9) 102 pp. 2021:11 (Brill, NE) <670-2568>
ISBN 978-90-04-51172-9 hard ¥19,204.- (税込) EUR 79.00
ISBN 978-90-04-51171-2 paper ¥10,939.- (税込) EUR 45.00

High-stakes standardized testing has a long history of exclusion, oppression, power, and control with deep roots in the landscape of American education. In this text, the events and circumstances that have forged the way of high-stakes testing are presented in a straightforward and accessible manner. This history is essential to understanding our current realities of testing in the United States especially as they relate to marginalization and control of certain populations. Furthermore, a historical perspective provides a lens to consider high-stakes standardized testing critically; to unpack the purposes, benefits, and damages of this practice.

Thomas, June Manning, Struggling to Learn: An Intimate History of School Desegregation in South Carolina. 296 pp. 2022:3 (U. South Carolina Pr., US) <670-2570>
ISBN 978-1-64336-259-5 hard ¥10,094.- (税込) US$ 44.99 *

The battle for equality in education during the civil rights era came at a cost to Black Americans on the frontlines. In 1964 when fourteen-year-old June Manning Thomas walked into Orangeburg High School as one of thirteen Black students selected to integrate the all-White school, her classmates mocked, shunned, and yelled racial epithets at her. The trauma she experienced made her wonder if the slow-moving progress was worth the emotional sacrifice. In Struggling to Learn, Thomas, revisits her life growing up in the midst of the civil rights movement before, during, and after desegregation and offers an intimate look at what she and other members of her community endured as they worked to achieve equality for Black students in K-12 schools and higher education.Through poignant personal narrative, supported by meticulous research, Thomas retraces the history of Black education in South Carolina from the post-Civil War era to the present. Focusing largely on events that took place in Orangeburg, South Carolina, during the 1950s and 1960s, Thomas reveals how local leaders, educators, parents, and the NAACP joined forces to improve the quality of education for Black children in the face of resistance from White South Carolinians. Thomas's experiences and the efforts of local activists offer relevant insight because Orangeburg was home to two Black colleges-South Carolina State University and Claflin University-that cultivated a community of highly educated and engaged Black citizens. With help from the NAACP, residents filed several lawsuits to push for equality. In the notable Briggs v. Elliott, Black parents in neighboring Clarendon County sued the school board to challenge segregation after the county ignored their petitions requesting a school bus for their children. That court case became one of five that led to Brown v. Board of Education and the landmark 1954 decision that declared school segregation illegal. Despite the ruling, South Carolina officials did not integrate any public schools until 1963 and the majority of them refused to admit Black students until subsequent court cases, and ultimately the intervention of the federal government, forced all schools to start desegregating in the fall of 1970.In Struggling to Learn, Thomas reflects on the educational gains made by Black South Carolinians during the Jim Crow and civil rights eras, how they were achieved, and why Black people persisted despite opposition and hostility from White citizens. In the final chapters, she explores the current state of education for Black children and young adults in South Carolina and assesses what has been improved and learned through this collective struggle.

Winandy, Jil, National and Religious Ideologies in the Construction of Educational Historiography: The Case of Felbiger and the Normal Method in Nineteenth Century Teacher Education. (Studies in Curriculum Theory Series) 356 pp. 2022:4 (Routledge, UK) <670-2571>
ISBN 978-1-03-207075-9 hard ¥38,907.- (税込) GB￡ 135.00 *

Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography. Covering more than 200 years and multiple national contexts, this book's case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical "heroes" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger's method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories. Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.

Greene, Robert, II / Parry, Tyler D. (eds.), Invisible No More: The African American Experience at the University of South Carolina. 268 pp. 2021:12 (U. South Carolina Pr., US) <670-2416>
ISBN 978-1-64336-253-3 hard ¥11,216.- (税込) US$ 49.99 *
ISBN 978-1-64336-254-0 paper ¥5,606.- (税込) US$ 24.99 *

Invisible No More details the long and complex history of people of African descent at South Carolina's flagship university. Essays by twelve scholars explore a broad range of topics, from an examination of the lives of the enslaved men and women who lived and worked on the campus, to the first desegregation during the Reconstruction era, and continuing through the famous 1963 desegregation of the school and its long aftermath. This is the first single volume to examine the presence of Black people at a state university during the eras of slavery, Reconstruction, Civil Rights, Black Power, and Black Lives Matter.A foreword is provided by Valinda W. Littlefield, associate professor of history and African American studies at the University of South Carolina. Henrie Monteith Treadwell, research professor of community health and preventative medicine at Morehouse School of Medicine and one of the first three African American students to attend the university in the twentieth century, provides an afterword.

Lee, Sharon S., An Unseen Unheard Minority: Asian American Students at the University of Illinois. (New Directions in the History of Education) 192 pp. 2021:12 (Rutgers U. Pr., US) <670-2429>
ISBN 978-1-9788-2445-4 hard ¥33,660.- (税込) US$ 150.00 *
ISBN 978-1-9788-2444-7 paper ¥7,393.- (税込) US$ 32.95 *

Higher education hails Asian American students as model minorities who face no educational barriers given their purported cultural values of hard work and political passivity. Described as "over-represented," Asian Americans have been overlooked in discussions about diversity; however, racial hostility continues to affect Asian American students, and they have actively challenged their invisibility in minority student discussions. This study details the history of Asian American student activism at the University of Illinois Urbana-Champaign, as students rejected the university's definition of minority student needs that relied on a model minority myth, measures of under-representation, and a Black-White racial model, concepts that made them an "unseen unheard minority." This activism led to the creation on campus of one of the largest Asian American Studies programs and Asian American cultural centers in the Midwest. Their histories reveal the limitations of understanding minority student needs solely along measures of under-representation and the realities of race for Asian American college students.