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

Roesner, Marco Michael, Herrschaftswissen: Imperiale Begegnungen in der deutschen kolonialen Schule. 1885-1929. (Historische Grundlagen der Moderne 24) 650 S. 2023:2 (Nomos, GW) <703-860>
ISBN 978-3-8487-8780-7 hard ¥31,543.- (税込) EUR 134.00 *

Die deutsche koloniale Schule ist ein kultureller Kontaktraum von Indigenen und Nicht-Indigenen, ein Ort der Generierung von Herrschaftswissen und ein Arbeitsplatz deutscher Lehrerinnen und Lehrer. Deren Berufsbiographien fuehren von 1885 bis 1929 durch ein bislang unzureichend erforschtes Kapitel der deutschen Kolonialgeschichte. Sie erzaehlen von sozialer Disziplinierung und paternalistischer Naehe, von sprachpolitischen Eingriffen in indigene Sprachen und kultureller Normierung, von persoenlichem Ehrgeiz und der Aushandlungsbeduerftigkeit kolonialer Herrschaft im Alltag. Die Studie zeichnet ein Bild kolonialer Schulpraxis in Afrika und im Pazifik und verortet diese in den Kontexten von Verwaltung, Religion, Siedlerschaft und imperialer Konkurrenz.

Bruinsma, Mette, Dissertating Geography: An Inquiry Into the Making of Student Geographical Knowledge, 1950-2020. (Routledge Research in Historical Geography) 184 pp. 2023:10 (Routledge, UK) <703-1387>
ISBN 978-1-03-239039-0 hard ¥38,461.- (税込) GB￡ 135.00 *

This book examines the history of geography (1950-2020) from a bottom-up perspective. Disciplinary histories often emphasise the pronouncements of established academics, yet student-geographers make up the majority of the overall 'geographical community' at any one time. Exploring these efforts of geography students over the past 70 years places the known history of the discipline in a new perspective. A disciplinary history 'from below' recognises and acknowledges student dissertations and advances three core propositions: first, they are produced by an overlooked but nonetheless central grouping in the geographical community; second, the rich archival collection of dissertations specifically consulted here contains many excellent geographical knowledge productions that have remained barely read until now; and third, there is a wish to encourage others to explore similar collections of student knowledge productions held elsewhere. This book will be an important resource for scholars and postgraduate students in Geography, Education, and the History and Theory of Geography.

Esparza, Jesus Jesse, Raza Schools: The Fight for Latino Educational Autonomy in a West Texas Borderlands Town. (New Directions in Tejano History 4) 264 pp. 2023:9 (U. Oklahoma Pr., US) <703-1388>
ISBN 978-0-8061-9271-0 hard ¥20,482.- (税込) US$ 95.00 *
ISBN 978-0-8061-9272-7 paper ¥6,457.- (税込) US$ 29.95 *

In 1929, a Latino community in the borderlands city of Del Rio, Texas, established the first and perhaps only autonomous Mexican American school district in Texas history. How it did so-against a background of institutional racism, poverty, and segregation-is the story JesUs Jesse Esparza tells in Raza Schools, a history of the rise and fall of the San Felipe Independent School District from the end of World War I through the post-civil rights era. The residents of San Felipe, whose roots Esparza traces back to the nineteenth century, faced a Jim Crow society in which deep-seated discrimination extended to education, making biased curriculum, inferior facilities, and prejudiced teachers the norm. Raza Schools highlights how the people of San Felipe harnessed the mechanisms and structures of this discriminatory system to create their own educational institutions, using the courts whenever necessary to protect their autonomy. For forty-two years, the Latino community funded, maintained, and managed its own school system-until 1971, when in an attempt to address school segregation, the federal government forced the San Felipe Independent School District to consolidate with a larger neighboring, mostly white school district. Esparza describes the ensuing clashes-over curriculum, school governance, teachers' positions, and funding-that challenged Latino autonomy. While focusing on the relationships between Latinos and whites who shared a segregated city, his work also explores the experience of African Americans who lived in Del Rio and attended schools in both districts as a segregated population. Telling the complex story of how territorial pride, race and racism, politics, economic pressures, local control, and the federal government collided in Del Rio, Raza Schools recovers a lost chapter in the history of educational civil rights-and in doing so, offers a more nuanced understanding of race relations, educational politics, and school activism in the US-Mexico borderlands.

Higgins, Andrew Stone, Higher Education for All: Racial Inequality, Cold War Liberalism, and the California Master Plan. 296 pp. 2023:5 (U. North Carolina Pr., US) <703-1389>
ISBN 978-1-4696-7290-8 hard ¥21,344.- (税込) US$ 99.00 *
ISBN 978-1-4696-7291-5 paper ¥7,103.- (税込) US$ 32.95 *

The 1960 California Master Plan for Higher Education remains to this day the largest and most ambitious attempt to provide free, universal college education in the United States. Yet the Master Plan, the product of committed Cold War liberals, unfortunately served to reinforce the very class-based exclusions and de facto racism that plagued K-12 education in the nation's largest and most diverse state. In doing so, it inspired a wave of student and faculty organizing that forced administrators and politicians to live up to the original promise of the Master Plan-quality higher education for all-and, in doing so, changed the face of California itself. Higher Education for All is the first and only comprehensive account of the California Master Plan. Through deep archival work and sharp attention to a fascinating cast of historical characters, Andrew Stone Higgins has excavated the forgotten history of the Master Plan, from its origins in the 1957 Sputnik Crisis, through Governor Ronald Reagan's financial starvation and failed quest to introduce tuition, and to the student struggle to institute affirmative action in university admissions.

宣教師教育から孔子学院へ―中国・米国文化交流への歴史的視点
Kyong-McClain, Jeff / Lee, Joseph (eds.), From Missionary Education to Confucius Institutes: Historical Reflections on Sino-American Cultural Exchange. (Routledge Research in Asian Education) 280 pp. 2023:10 (Routledge, UK) <703-1390>
ISBN 978-1-03-249786-0 hard ¥38,461.- (税込) GB￡ 135.00 *

From Missionary Education to Confucius Institutes examines the history and globalization of cultural exchange between the United States and China and corrects many myths surrounding the incompatibility of American and Chinese cultures in the higher education sphere.Providing a fresh look at the role of non-state actors in advancing Sino-American cross-cultural knowledge exchange, the book presents empirical studies highlighting the diverse experiences and practices involved. Case studies include the U.S.-initiated missionary education in modern China, the involvement of private foundations and professional associations in education, the impact of Chinese and American laws on student exchanges, and the evaluation of the experience of U.S. Confucius Institutes.This book will appeal to students and scholars of U.S. and Chinese higher education from the past to the present, as well as international admission officers and university executives who are concerned about the global educational partnership with China and questions around the internationalization of education more broadly.

Laurence, Peter L. (ed.), Histories of Architecture Education in the United States. 296 pp. 2023:10 (Routledge, UK) <703-1391>
ISBN 978-1-03-222314-8 hard ¥38,461.- (税込) GB￡ 135.00 *
ISBN 978-1-03-222315-5 paper ¥10,538.- (税込) GB￡ 36.99 *

Histories of Architecture Education in the United States is an edited collection focused on the professional evolution, experimental and enduring pedagogical approaches, and leading institutions of American architecture education. Beginning with the emergence of architecture as a profession in Philadelphia and ending with the early work, but unfinished international effort, of making room for women and people of color in positions of leadership in the field, this collection offers an important history of architecture education relevant to audiences both within and outside of the United States. Other themes include the relationship of professional organizations to educational institutions; the legacy of late nineteenth-century design concepts; the role of architectural history; educational changes and trans-Atlantic intellectual exchanges after WWII and the Cold War; the rise of the city and urban design in the architect's consciousness; student protests and challenges to traditional architecture education; and the controversial appearance of environmental activism. This collection, in other words, provides a relevant history of the present, with topics of concern to all architects studying and working today.

元プリンストン大学学長W.G.ボーエンとアメリカ高等教育の課題
Malkiel, Nancy Weiss, Changing the Game: William G. Bowen and the Challenges of American Higher Education. 464 pp. 2023:11 (Princeton U. Pr., US) <703-1392>
ISBN 978-0-691-24782-3 hard ¥7,546.- (税込) US$ 35.00 *

How a visionary university and foundation president tackled some of the thorniest problems facing higher educationAs provost and then president of Princeton University, William G. Bowen (1933-2016) took on the biggest and most complex challenges confronting higher education: cost disease, inclusion, affirmative action, college access, and college completion. Later, as president of the Andrew W. Mellon Foundation, he took his vision for higher education-and the strategies for accomplishing that vision-to a larger arena. Along the way, he wrote a series of influential books, including the widely read The Shape of the River (coauthored with Derek Bok), which documented the success of policies designed to increase racial diversity at elite institutions. In Changing the Game, drawing on deep archival research and hundreds of interviews, Nancy Weiss Malkiel argues that Bowen was the most consequential higher education leader of his generation.Bowen, who became Princeton's president in 1972 at the age of 38, worked to shore up the university's financial stability, implement coeducation, and create a more inclusive institution. Breaking through the traditional Ivy League demographics of white, Protestant, and male, he embraced equal access in admissions for women and men and actively sought to enroll Black, Hispanic, and Asian American students. To "increase the intellectual muscle of the faculty," he used targeted recruiting and enforced higher scholarly standards. In 1988, Bowen moved on to Mellon, where, among many other accomplishments, he developed digital research tools, most notably JSTOR, and promoted racial diversity through the Mellon Mays Undergraduate Fellowship. Attacking problems with tenacity, insight, and deep knowledge, Bowen showed the world of higher education how a visionary leader can transform an institution.

Martin, Jane / Bowl, Marion / Banks, Gemma (eds.), Mapping the Field: 75 Years of Educational Review. Volume I. 340 pp. 2023:10 (Routledge, UK) <703-1393>
ISBN 978-1-03-251734-6 hard ¥38,461.- (税込) GB￡ 135.00 *

From its origins in the University of Birmingham's then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of some of the key articles published in the journal over this timespan.The Foreword written by the journal's editors in Volume I presents a comprehensive account of the changing context for education scholarship and plots the key events in the development of the journal. The articles in Part I discuss some of the underpinning theories and research methodologies which have guided education researchers and practitioners, both past and present. Parts II and III focus on politics and policymaking in education and on the challenges involved in managing educational practice.The articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world.

Martin, Jane / Bowl, Marion / Banks, Gemma (eds.), Mapping the Field: 75 Years of Educational Review. Volume II. 300 pp. 2023:10 (Routledge, UK) <703-1394>
ISBN 978-1-03-251737-7 hard ¥38,461.- (税込) GB￡ 135.00 *

From its origins in the University of Birmingham's then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan.Volume II opens with Part I, a collection of articles examining teachers' job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equality-and strategies for their fulfilment in education-are interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented.Curated and introduced by the editors, the articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world.

McKee, Stuart D., Indigenous Enlightenment: Printing and Education in Evangelical Colonialism, 1790-1850. 544 pp. 2023:12 (U. Nebraska Pr., US) <703-1395>
ISBN 978-1-4962-3730-9 hard ¥17,248.- (税込) US$ 80.00 *

In Indigenous Enlightenment Stuart D. McKee examines the methodologies, tools, and processes that British and American educators developed to inculcate Indigenous cultures of reading. Protestant expatriates who opened schools within British and U.S. colonial territories between 1790 and 1850 shared the conviction that a beneficent government should promote the enlightenment of its colonial subjects. It was the aim of evangelical enlightenment to improve Indigenous peoples' welfare through the processes of Christianization and civilization and to transform accepting individuals into virtuous citizens of the settler-colonial community. Many educators quickly discovered that their teaching efforts languished without the means to publish books in the Indigenous languages of their subject populations. While they could publish primers in English by shipping manuscripts to printers in London or Boston, books for Indigenous readers gained greater accuracy and influence when they stationed a printer within the colony. With a global perspective traversing Western colonial territories in the U.S.-Mexico borderlands, the South Pacific, Madagascar, India, and China, Indigenous Enlightenment illuminates the challenges that British and American educators faced while trying to coerce Indigenous children and adults to learn to read. Indigenous laborers commonly supported the tasks of editing, printing, and dissemination and, in fact, dominated the workforce at most colonial presses from the time printing began. Yet even in places where schools and presses were in synchronous operation, missionaries found that Indigenous peoples had their own intellectual systems, and most did not learn best with Western methods.

Skogen, Larry C. (ed. & with an Intro.), To Educate American Indians: Selected Writings from the National Educational Association's Department of Indian Education, 1900-1904. (Indigenous Education) 406 pp. 2024:2 (U. Nebraska Pr., US) <703-1397>
ISBN 978-1-4962-3676-0 hard ¥16,170.- (税込) US$ 75.00 *

To Educate American Indians presents the most complete versions of papers presented at the National Educational Association's Department of Indian Education meetings during a time when the debate about how best to "civilize" Indigenous populations dominated discussions. During this time two philosophies drove the conversation. The first, an Enlightenment era-influenced universalism, held that through an educational alchemy American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. Directly confronting the assimilationists' universalism were the progressive educators who, strongly influenced by the era's scientific racism, held the notion that American Indians could never become fully assimilated. Despite these differing views, a frightening ethnocentrism and an honor-bound dedication to "gifting" civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education. For a decade educators gathered at annual meetings and presented papers on how best to educate Native students. Though the NEA Proceedings published these papers, strict guidelines often meant they were heavily edited before publication. In this volume Larry C. Skogen presents many of these unedited papers and gives them historical context for the years 1900 to 1904.