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

Klemun, Marianne / Szemethy, Hubert D. u. a. (Hrsg.), Science Tracing: Spuren und Zeichen im oeffentlichen Raum: Kulturhistorisches Wissen der Universitaet Wien. 262 S. 2021:9 (Boehlau, GW) <672-96>
ISBN 978-3-205-21391-8 hard ¥10,593.- (税込) EUR 45.00 *

Bourke, Joanna, Birkbeck: 200 Years of Radical Learning for Working People. (History of Universities Series) 440 pp. 2022:9 (Oxford U. Pr., UK) <672-1292>
ISBN 978-0-19-284663-1 hard ¥11,392.- (税込) GB￡ 39.99 *

Birkbeck traces the 200-year history of Birkbeck, University of London from its founding at a time when social elites deplored the notion of educated working people to the present day. Joanna Bourke writes a lively history of the institution, and how it contributed to the shaping of modern British higher education. Two hundred years ago, Birkbeck was founded as the London Mechanics' Institution (LMI). When it was established in 1823, one third of all men and half of all women were unable to read or write. British elites were vehemently hostile to educating working people. The country was in political turmoil and it was feared that education would destroy society. This was the context in which the LMI was established. From its foundation, it was unique. Birkbeck traces its history from 1823 to the present, with Joanna Bourke using the history of Birkbeck to reflect on life and culture in London over the past two centuries. What does it mean to be educated? Why have Birkbeck's students been prepared to give up so much in order to study for a higher degree? How does education help us become fully human and self-fulfilled by learning how to use all our faculties - knowledge, imagination, sympathy? The story of Birkbeck contains some blood, oceans of scholarly sweat, and not a few tears. But it is also a story of laughter, intellectual excitement, scholarly eccentricity, collective as well as personal ambition, and, most of all, the quirky passions and personalities that make up the Birkbeck community. It is a story of a unique university but also of higher education of Britain. It shows how knowledge can empower people to better themselves and improve the world.

Brandser, Gry Cathrin, Humboldt Revisited: The Impact of the German University on American Higher Education. (Higher Education in Critical Perspective: Practices and Policies 7) 390 pp. 2022:7 (Berghahn, US) <672-1293>
ISBN 978-1-80073-536-1 hard ¥31,262.- (税込) US$ 145.00 *

Humboldt Revisited offers a fresh perspective on the contemporary discourse surrounding reform of European universities. Arguing that contemporary reform derives its basis from pre-constructed truths about the so-called 'Humboldt-university,' this monograph traces the historical descent of these truths to the American reception of Humboldt's ideas from the mid-19th century up until the 1960s. Drawing from a rich selection of historical sources, this volume offers an alternative to conventional explanations of the forces behind the ongoing reform of European universities. It also challenges the conventional historical narrative on the Humboldt University, providing new insight into the American reception of the German ideas.

Reiter, Benjamin, Nationalsozialismus im Schulgeschichtsbuch: Zulassungsverfahren und die Aushandlung von Geschichtskultur in Bayern ab 1949 bis in die 1970er Jahre. (Beihefte zur Zeitschrift fuer Geschichtsdidaktik 25) 396 S. 2021:7 (V & R unipress, GW) <672-1296>
ISBN 978-3-8471-1287-7 hard ¥12,947.- (税込) EUR 55.00 *

Der Band setzt sich intensiv mit einer bislang kaum beachteten ≫Diskursarena≪ der Gestaltung von Schulbuechern auseinander: dem Zulassungsverfahren. Untersucht werden neben biographischen Quellen die Akten von ueber sechzig Zulassungsverfahren in Bayern sowie Schulgeschichtsbuecher, die von 1949 bis in die 1970er Jahre erschienen sind. Thematischer Rahmen bildet die Geschichtskultur zum Nationalsozialismus. Auf dieser Basis wird aufgezeigt, inwiefern institutionelle, normative und akteursbezogene Bedingungen die hegemoniale Geschichtskultur in Schulgeschichtsbuechern beeinflusst haben. Der Autor arbeitet zunaechst die institutionellen Verhaeltnisse und normativen Bedingungen im Hinblick auf die historische Deutungsmacht sowie die Interessen von Verlag und Ministerium bei der Strukturierung der Verfahren heraus. Anschliessend werden die zeitgenoessischen fachlichen Ueberzeugungen und thematischen Konfliktlinien zum Nationalsozialismus eroertert. Es zeigt sich eine normierende Funktion der jeweiligen Zulassungsverfahren, deren gleichzeitige Kontingenz durch den hohen Einfluss der Gutachter bestimmt war, die als ≫Torhueter≪ offizieller Geschichtskultur mit Autoren und Verlagen um historische Deutungen rangen.

アメリカの高等教育改革の起源
Ris, Ethan W., Other People's Colleges: The Origins of American Higher Education Reform. 368 pp. 2022:6 (U. Chicago Pr., US) <672-1297>
ISBN 978-0-226-82019-4 hard ¥22,638.- (税込) US$ 105.00 *
ISBN 978-0-226-82022-4 paper ¥7,546.- (税込) US$ 35.00 *

An illuminating history of the reform agenda in higher education. For well over one hundred years, people have been attempting to make American colleges and universities more efficient and more accountable. Indeed, Ethan Ris argues in Other People's Colleges, the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it. The result is a sector that has learned to accept top-down reform as part of its existence. In the early twentieth century, the "academic engineers," a cadre of elite, external reformers from foundations, businesses, and government, worked to reshape and reorganize the vast base of the higher education pyramid. Their reform efforts were largely directed at the lower tiers of higher education, but those efforts fell short, despite the wealth and power of their backers, leaving a legacy of successful resistance that affects every college and university in the United States. Today, another coalition of business leaders, philanthropists, and politicians is again demanding efficiency, accountability, and utility from American higher education. But, as Ris argues, top-down design is not destiny. Drawing on extensive and original archival research, Other People's Colleges offers an account of higher education that sheds light on today's reform agenda.

Roglitz, Dietmar, Ein Lehrer auch an der kleinsten Schule: Elementarschulreform in der preussischen Provinz Pommern am Beispiel des Schulaufsichtsbezirkes Penkun 1763 - 1872. (Veroeffentlichungen der Historischen Kommission fuer Pommern 58) 419 S. 2021:10 (Boehlau, GW) <672-1298>
ISBN 978-3-412-52350-3 hard ¥17,655.- (税込) EUR 75.00 *

Nach der Niederlage Preussens 1806 sicherten umfassende Reformen das Ueberleben des Reststaates. In diesem grundlegenden Umgestaltungsprozess stellte das Bildungswesen einen Schluesselbereich dar. Diese Studie untersucht, inwieweit die zu Beginn der Reformaera abgesteckten Ziele bis 1871 verwirklicht werden konnten. Dazu fokussiert sie die Entwicklung in den Dorfschulen des pommerschen Randow-Gebietes und greift mit den Themen Lehrerprofessionalisierung, Gehaltsverbesserung und Hebung der Schulhaussituation jene Aspekte auf, die einen fundamentalen Modernisierungsprozess beschreiben.

Venken, Machteld, Peripheries at the Centre: Borderland Schooling in Interwar Europe. (Contemporary European History 27) 280 pp. 2021:3 (Berghahn, US) <672-1299>
ISBN 978-1-78920-967-9 hard ¥29,106.- (税込) US$ 135.00 *

Following the Treaty of Versailles, European nation-states were faced with the challenge of instilling national loyalty in their new borderlands, in which fellow citizens often differed dramatically from one another along religious, linguistic, cultural, or ethnic lines. Peripheries at the Centre compares the experiences of schooling in Upper Silesia in Poland and Eupen, Sankt Vith, and Malmedy in Belgium - border regions detached from the German Empire after the First World War. It demonstrates how newly configured countries envisioned borderland schools and language learning as tools for realizing the imagined peaceful Europe that underscored the political geography of the interwar period.

Walsh, Brendan (ed.), Education Policy in Ireland Since 1922. 571 pp. 2022:4 (Palgrave Macmillan, UK) <672-1300>
ISBN 978-3-030-91774-6 hard ¥32,952.- (税込) EUR 139.99

This book examines educational policy at primary, secondary and university level in Ireland from the foundation of the State to the present day. Primarily an attempt to set policy within a historical context, the book draws together compelling research on the evolution of key changes in topics as diverse as the use of corporal punishment, the evolution of skills policy in post-primary settings and the development of the universities in the post-1922 period. The book includes detailed analysis of more recent policy initiatives and changes in, initial teacher education, curriculum change, and special and inclusive education and will be of interest to those working in the various fields, students and the general public. It presents detailed discussions of change in the Irish education system, demonstrating how policy initiatives, particularly since the early 1990s, have brought about significant transformation at all levels. In doing so, the book also demonstrates that the origin of change often lay in earlier developments, particularly those of the mid-1960s. Policy development is closely linked to external factors and influences and chapters on academic selection and teachers’ recollections of policy, for example, set developments within the wider historical context employing the views and recollections of teachers so that the influence of change on day-to-day practice is revealed.

Koscianska, Agnieszka, To See a Moose: The History of Polish Sex Education. Tr. from the Polish by P. Palmer. (European Anthropology in Translation 9) 354 pp. 2021:5 (Berghahn, US) <672-1246>
ISBN 978-1-80073-060-1 hard ¥31,262.- (税込) US$ 145.00 *

Guiding the reader through the development of sex education in Poland, Agnieszka Koscianska looks at how it has changed from the 19th century to the present day. The book compares how sex was described in school textbooks, including those scrapped by the communists for fear of offending religious sentiments, and explores how the Catholic church retained its power in Poland under various regimes. The book also identifies the women and men who changed the way sex was written about in the country, and how they established the field of Polish sex education.