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

Mathieu, Bertrand, L'enseignement du droit dans la premiere moitie du XIXe siecle: une illustration: la faculte de droit de Dijon (1806-1855). 221 p. 2023:6 (la Memoire du droit, FR) <708-560>
ISBN 978-2-84539-062-1 paper ¥11,425.- (税込) EUR 47.00 *

Barrera, James B., "We Want Better Education!": The 1960s Chicano Student Movement, School Walkouts, and the Quest for Educational Reform in South Texas. (Elma Dill Russell Spencer Series in the West and Southwest) 296 pp. 2023:12 (Texas A&M U. Pr., US) <708-1164>
ISBN 978-1-64843-088-6 hard ¥11,207.- (税込) US$ 49.95 *

In "We Want Better Education!", James B. Barrera offers a detailed and comprehensive analysis of the educational, cultural, and political issues of the Chicano Movement in Texas, which remains one of the lesser-known social and political efforts of the Civil Rights Movement of the 1960s. This movement became the political training ground for greater Chicano empowerment for students. By the 1970s, it was these students who helped to organize La Raza Unida Party in Texas.This book explores the conditions faced by students of Mexican origin in public schools throughout the South Texas region, including Westside San Antonio, Edcouch-Elsa, Kingsville, and Crystal City. Barrera focuses on the relationship of Chicano students and their parents with the school systems and reveals the types of educational deficiencies faced by such students that led to greater political activism. He also shows how school-related issues became an important element of the students' political and cultural struggle to gain a quality education and equal treatment. Protests enabled students and their supporters to gain considerable political leverage in the decision-making process of their schools.Barrera incorporates information collected from archives throughout the state of Texas, including statistical data, government documents, census information, oral history accounts, and legal records. Of particular note are the in-depth interviews he conducted with numerous former students and community activists who participated or witnessed the various "walkouts" or student protests. "We Want Better Education!" is a major contribution to the historiography of social movements, Mexican American studies, and twentieth-century Texas and American history.

Kalbfleisch, Elizabeth M., Making the Radical University: Identity and Politics on the American College Campus, 1966-1991. 152 pp. 2024:1 (U. Massachusetts Pr., US) <708-1244>
ISBN 978-1-62534-760-2 hard ¥22,215.- (税込) US$ 99.00 *
ISBN 978-1-62534-759-6 paper ¥6,271.- (税込) US$ 27.95 *

In the 1960s, professors, students, and activists on the political Left viewed college curricula as useful sites for political transformation. They coordinated efforts to alter general education requirements at the college level to foster change in American thought, with greater openness toward people who had previously been excluded, including women, people of color, the poor and working classes, people with disabilities, and members of the LGBTQ community. Their work reshaped American culture and politics, while prompting a significant backlash from conservatives attempting to, in their view, protect classical education from modern encroachment. Elizabeth M. Kalbfleisch details how American universities became a battleground for identity politics from the 1960s through the 1980s. Focusing on two case studies at Stanford University and the University of Texas at Austin, Making the Radical University examines how curricular changes led to polarizing discussions nationwide around academic standards and identity politics, including the so-called canon wars. Today, these debates have only become more politically charged, complex, and barbed.

Rury, John L., An Age of Accountability: How Standardized Testing Came to Dominate American Schools and Compromise Education. (New Directions in the History of Education) 246 pp. 2023:10 (Rutgers U. Pr., US) <708-1246>
ISBN 978-1-9788-3228-2 hard ¥33,660.- (税込) US$ 150.00 *
ISBN 978-1-9788-3227-5 paper ¥9,637.- (税込) US$ 42.95

An Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree.