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

Puche, Amelie, Les femmes a la conquete de l'universite (1870-1940). (Laureats, prix scientifique L'Harmattan. Serie doctorat) 401 p. 2022:5 (L'Harmattan, FR) <681-1108>
ISBN 978-2-343-25011-3 paper ¥9,180.- (税込) EUR 39.00 *

Carleton, Sean, Lessons in Legitimacy: Colonialism, Capitalism, and the Rise of State Schooling in British Columbia. 294 pp. 2022:9 (U. British Columbia Pr., CN) <681-1117>
ISBN 978-0-7748-6807-5 hard ¥19,393.- (税込) US$ 89.95 *

Between 1849 and 1930, schooling in what is now British Columbia supported the development of a capitalist settler society. Lessons in Legitimacy examines government-assisted schooling for Indigenous and non-Indigenous peoples - public schools, Indian Day Schools, and Indian Residential Schools - in one analytical frame. Sean Carleton demonstrates how church and state officials administered different school systems that trained Indigenous and settler children and youth to take up and accept unequal roles in the emerging social order. This important study reveals how an understanding of the historical uses of schooling can inform contemporary discussions about the role of education in reconciliation and improving Indigenous-settler relations.

Huang, Futao / Aarrevaara, Timo / Teichler, Ulrich (eds.), Teaching and Research in the Knowledge-Based Society: Historical and Comparative Perspectives. (The Changing Academy - The Changing Academic Profession in International Comparative Perspective 23) 253 pp. 2022:7 (Springer, GW) <681-1118>
ISBN 978-3-031-04438-0 hard ¥35,306.- (税込) EUR 149.99

This book addresses common themes relating to the teaching and research nexus in the knowledge-based society through historical, comparative and empirical perspectives. It analyzes traditions of academic systems and national initiatives, and other factors affecting the main characteristics of the teaching and research nexus in eleven case countries from Asia, Europe, North America and South America. The book identifies key challenges of the academy, and trends in relation to the teaching and research nexus. The focus of case countries is on the attitudes and activities of the academy, as reported in the international comparative survey "The Academic Profession in the Knowledge-Based Society" (APIKS) in 2017-18. The data compared with previous international comparative survey "The Changing Academic Profession" (CAP) in 2007-08 in most chapters to make time series changes. The book discusses the teaching and research nexus in the case countries similar to and different from those of reference countries drawing on findings from the international databanks of the two international comparative surveys and previous research.

Jackson, Stephen, The Patchwork of World History in Texas High Schools: Unpacking Eurocentrism, Imperialism, and Nationalism in the Curriculum, 1920-2021. (Routledge Research in Decolonizing Education) 236 pp. 2022:11 (Routledge, UK) <681-1119>
ISBN 978-1-03-234064-7 hard ¥35,612.- (税込) GB￡ 125.00 *

This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.

Razzack, Azra / Siddiqui, Atyab, The School at Ajmeri Gate: Delhi's Educational Legacy. 516 pp. 2022:9 (Oxford U. Pr., II) <681-1121>
ISBN 978-81-948316-2-4 hard ¥10,098.- (税込) IRS 2,295.00

This book is the story of the Anglo-Arabic School situated at Ajmeri gate, Delhi just outside what was once known as Shahjahanabad. The book explores an educational journey that has its beginnings nearly three centuries ago. Prior to the existence of this school, the campus at Ajmeri Gate had housed the Ghaziuddin madrasa and its successor, the famed Delhi College. The book documents the journey of the school from its inception in the late 19th century, its progress in the first half of the 20th century and finally its shutting down at the time of Partition. The story then moves on to the school's subsequent regeneration in post-independent India and analyzes its journey ever since. It also explores the complex relationship between the school and the community it seeks to serve. In telling the story of the Anglo-Arabic School a number of stories are unpacked. The school at Ajmeri Gate is a reminder of a community's glory and grandeur, with many generations of noted Muslim families having studied there.