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

イェール大学と奴隷制－歴史
Blight, David W., Yale and Slavery: A History. 448 pp. 2024:5 (Yale U. Pr., US) <714-979>
ISBN 978-0-300-27384-7 hard ¥7,546.- (税込) US$ 35.00 *

A comprehensive look at how slavery and resistance to it have shaped Yale University Award-winning historian David W. Blight, with the Yale and Slavery Research Project, answers the call to investigate Yale University's historical involvement with slavery, the slave trade, and abolition. This narrative history demonstrates the importance of slavery in the making of this renowned American institution of higher learning. Drawing on wide-ranging archival materials, Yale and Slavery extends from the century before the college's founding in 1701 to the dedication of its Civil War memorial in 1915, while engaging with the legacies and remembrance of this complex story. The book brings into focus the enslaved and free Black people who have been part of Yale's history from the beginning-but too often ignored in official accounts. These individuals and their descendants worked at Yale; petitioned and fought for freedom and dignity; built churches, schools, and antislavery organizations; and were among the first Black students to transform the university from the inside. Always alive to the surprises and ironies of the past, Yale and Slavery presents a richer and more complete history of Yale, the third-oldest college in the country, showing how pillars of American higher education, even in New England, emerged over time intertwined with the national and international history of racial slavery.

Hofstetter, Rita / Schneuwly, Bernard, The International Bureau of Education (1925-1968): "The Ascent From the Individual to the Universal". (Global Histories of Education) 365 pp. 2024:2 (Palgrave Macmillan, UK) <714-980>
ISBN 978-3-031-41307-0 hard ¥11,766.- (税込) EUR 49.99

This open access book offers a critical analysis of the history of the International Bureau of Education (IBE) from its founding in 1925 to its integration into UNESCO in January 1969. Based on the conceptual and methodological tools of the transnational turn and on archives, fully exploited for the first time by the research team, this book enriches knowledge of the phenomena of globalization. It does so in a field, education, which is currently one of those most invested in globalization, but whose sociogenesis in the era of its first period of institutionalization remains to be explored more profoundly. The authors do this by analyzing how the actors of the IBE tried to realize their aspiration towards universal aims in education, the contradictions they were confronted with, the causes they invested in, their operating mode and the governments and international organizations with which they cooperated.

Raffnsoe, Sverre, A History of the Humanities in the Modern University: A Productive Crisis. 265 pp. 2024:2 (Palgrave Macmillan, UK) <714-982>
ISBN 978-3-031-46532-1 hard ¥25,890.- (税込) EUR 109.99 *

This book challenges commonplace assertions that the humanities are presently undergoing a severe crisis as a result of a longstanding decline. Rather than hearkening to the widespread, reactive call for a last-ditch defense of the humanities under attack from an ungracious world, this book fundamentally reverses the perspective and makes a plea for a different, affirmative approach. It contends that the humanities have incessantly arrived at critical turning points since they were first constituted in a form that remains recognizable today and assumed a leading role in knowledge organization with the establishment of the modern university around 1800. Assuming a historical perspective, the monograph takes the human sciences back to their rightful place in the family tree of sciences and gives due recognition to their continuously decisive role in the production of new knowledge and the creation of new fields of knowledge. Situating the ongoing gemmation of the humanities in a broader context, this monograph also offers an encompassing introduction to the over-all development of knowledge in the last two hundred years.

Raftery, Deirdre, Irish Nuns and Education in the Anglophone World: A Transnational History. (Global Histories of Education) 222 pp. 2024:1 (Palgrave Macmillan, UK) <714-983>
ISBN 978-3-031-46200-9 hard ¥25,890.- (税込) EUR 109.99

This book charts the history of how Irish-born nuns became involved in education in the Anglophone world. It presents a heretofore undocumented study of how these women left Ireland to establish convent schools and colleges for women around the globe. It challenges the dominant narrative that suggests that Irish teaching Sisters, also commonly called nuns, were part of the colonial project, and shows how they developed their own powerful transnational networks. Though they played a role in the education of the 'daughters of the Empire', they retained strong bonds with Ireland, reproducing their own Irish education in many parts of the Anglophone world.

Rosenberg, Jan, The Arthurdale School: Cultural Intervention Through Rural Folklife Education in a Progressive New Deal Setting. 118 pp. 2024:2 (Palgrave Macmillan, UK) <714-984>
ISBN 978-3-031-45625-1 hard ¥28,244.- (税込) EUR 119.99

This book chronicles the school envisioned by Eleanor Roosevelt in 1933 to serve Arthurdale, the New Deal government-created community in north-central West Virginia. Arthurdale was founded to house unemployed miners and their families and provide them with opportunities to receive healthcare and obtain gainful employment. Roosevelt had a particular interest in the education of children, feeling that education and social life were profoundly intertwined within a community. With that in mind, in 1934, she hired Elsie Ripley Clapp-an educator and leader in the Progressive Education movement-to design and implement the school, as well as oversee the social life of Arthurdale as a whole. In addition to covering the Arthurdale School's birth, life, and dissolution, Rosenberg discusses how the lessons of the school might serve the culture of education today, especially as an element of a comprehensive approach to community revitalization.

Savatovsky, Dan / Albano, Mariangela et al. (eds.), Language Learning and Teaching in Missionary and Colonial Contexts / L'apprentissage et l'enseignement des langues en contextes missionnaire et colonial. (Languages and Culture in History) 496 pp. 2023:9 (Amsterdam U. Pr., NE) <714-985>
ISBN 978-94-6372-824-9 hard ¥42,735.- (税込) GB￡ 150.00 *

This volume assembles texts dedicated to the linguistic and educational aspects of missionary and colonial enterprises, taking into account all continents and with an extended diachronic perspective (15th-20th centuries). Strictly speaking, this "linguistics" is contemporary to the colonial era, so it is primarily the work of missionaries of Catholic orders and Protestant societies. It can also belong to a retrospective outlook, following decolonization. In the first category, one mostly finds transcription, translation, and grammatization practices (typically, the production of dictionaries and grammar books). In the second category, one finds in addition descriptions of language use, of situations of diglossia, and of contact between languages. Within this framework, the volume focuses on educational and linguistic policies, language teaching and learning, and the didactics that were associated with them.

Meng Wang, Stella, Space and Everyday Lives of Children in Hong Kong: The Interwar Period. (Global Histories of Education) 264 pp. 2024:1 (Palgrave Macmillan, UK) <714-634>
ISBN 978-3-031-44400-5 hard ¥30,598.- (税込) EUR 129.99

Deploying a spatial approach towards children's everyday life in interwar Hong Kong, this book considers the context-specific development of five transnational movements: the garden city movement; imperial hygiene movement; nationalist sentiments; the Young Women's Christian Association; and the Girl Guide. Locating these transnational cultural movements in four layers of context, from the most immediate to the most global, including the context of Hong Kong, Republican China, the British empire, and global influences, this book shows Hong Kong as a distinctive colonial domain where the imperatives around race, gender and class produced new products of empire where the child, the garden, the school and sport turned out to be the main dynamics in play in the interwar period.