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

1780～1947年のインドにおける教育史必携
Rao, Parimala V., The Routledge Companion to the History of Education in India, 1780-1947. 550 pp. 2024:7 (Routledge, UK) <721-723>
ISBN 978-1-03-279643-7 hard ¥61,963.- (税込) GB￡ 215.00

This companion presents a comprehensive overview of educational policies in India, tracing the development of modern education from the late eighteenth century until Indian independence. It also studies various aspects of indigenous education and examines the education system under the British administration.Drawing on archival and contemporary sources, the book explores the influence of geopolitics on educational policies and gives an in-depth analysis of debates related to access, curriculum, textbooks, funding, girl's education, missionary education and the education of the Muslim community. It analyses school and collegiate education, various Education Commissions and the Government of India Resolutions. It surveys Indian response to modern education and various forms of National Education. It also discusses Gandhi's educational ideas and brings forth the entire curriculum of Nai Talim.An important contribution to the history of education in India, the companion will be indispensable to scholars and researchers of history, education, history of education, sociology, colonial education, Indian education, and political science.

Goings, Kenneth W. / O'Connor, Eugene, The Classics in Black and White: Black Colleges, Classics Education, Resistance, and Assimilation. 277 pp. 2024:5 (U. Georgia Pr., US) <721-925>
ISBN 978-0-8203-6661-6 hard ¥25,793.- (税込) US$ 114.95 *
ISBN 978-0-8203-6662-3 paper ¥6,719.- (税込) US$ 29.95 *

Following emancipation, African Americans continued their quest for an education by constructing schools and colleges for Black students, mainly in the U.S. South, to acquire the tools of literacy, but beyond this, to enroll in courses in the Greek and Latin classics, then the major curriculum at American liberal arts colleges and universities. Classically trained African Americans from the time of the early U.S. republic had made a link between North Africa and the classical world; therefore, from almost the beginning of their quest for a formal education, many African Americans believed that the classics were their rightful legacy. The Classics in Black and White is based extensively on the study of course catalogs of colleges founded for Black people after the Civil War by Black churches, largely White missionary societies and White philanthropic organizations. Kenneth W. Goings and Eugene O'Connor uncover the full extent of the colleges' classics curriculums and showcase the careers of prominent African American classicists, male and female, and their ultimately unsuccessful struggle to protect the liberal arts from being replaced by Black conservatives and White power brokers with vocational instruction such as woodworking for men and domestic science for women. This move to eliminate classics was in large part motivated by the very success of the colleges' classics programs. As Goings's and O'Connor's survey of Black colleges' curriculums and texts reveals, the lessons they taught were about more than declensions and conjugations--they imparted the tools of self-formation and self-affirmation.

アンテベラム期から1960年代までの黒人女性の高等教育
Perkins, Linda M., To Advance the Race: Black Women's Higher Education from the Antebellum Era to the 1960s. 408 pp. 2024:4 (U. Illinois Pr., US) <721-946>
ISBN 978-0-252-04573-8 hard ¥28,050.- (税込) US$ 125.00 *
ISBN 978-0-252-08783-7 paper ¥6,271.- (税込) US$ 27.95 *

From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins's study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post-Civil War experiences at elite white schools and public universities in northern and midwestern states. Their presence in Black institutions like Howard University marked another advancement, as did Black women becoming professors and administrators. But such progress intersected with race and education in the postwar era. As gender questions sparked conflict between educated Black women and Black men, it forced the former to contend with traditional notions of women's roles even as the 1960s opened educational opportunities for all African Americans. A first of its kind history, To Advance the Race is an enlightening look at African American women and their multi-generational commitment to the ideal of education as a collective achievement.

Schuller, Tom / Taylor, Richard (eds.), The Working Men's College and the Tradition of Adult Education. (Routledge Studies in Modern British History) 224 pp. 2024:7 (Routledge, UK) <721-1011>
ISBN 978-1-03-263960-4 hard ¥37,466.- (税込) GB￡ 130.00

The Working Men's College is the UK's oldest continuously running adult education institution, and a very distinctive example of the British adult education tradition. This volume brings the history of the WMC up to date, following the 1954 centenary history by JFC Harrison.Contributions from a range of professional educators explore topics such as the philosophy of the College, the issue of women's entry, college governance, and the notion of community as it applies to changes in the composition of the student body. Additional features include a chapter on the architectural history of the College; an interview with Satnam Gill as the key figure who drove through crucial change at a time when the College might have died; a chapter from the latest member of a family which has been closely involved with the College over four generations; and a range of personal contributions from tutors and students from the past six decades.This book will be of interest to historians of the 19th and 20th centuries, all those in UK adult education, along with local Camden/London community and political groups and the WMC's extensive family of former students and tutors.