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

Lim, Jia Wei, Reforming Literature Education in Malaysia 1957 - 2020: Development of Post-secondary Literature in English. (Routledge Studies in Educational History and Development in Asia) 248 pp. 2024:8 (Routledge, UK) <723-651>
ISBN 978-1-03-207214-2 hard ¥37,466.- (税込) GB￡ 130.00

Lim traces the complexities in construction and implementation of a school subject, namely Literature in English in Malaysia through a focused and grounded narrative where tensions regarding identity, reader response and conceptualisations about literature play out in a postcolonial context.The book demonstrates the need to think about school subjects as abstract concepts negotiated at various levels, be it during curriculum construction or in the classroom. These conceptualisations of the subject are further influenced by contemporary concerns and sociopolitical changes over time. As such, the scope of this book ranges from pre-independence Malaysia (then Malaya) from the 1950s till the current phase of the subject's development in the 21st century. The volume illustrates the complex interplay of historical, cultural, and social influences on the conceptualisation of English literature as a school subject in Malaysia. Lim traces, examines, and interprets its development as an elective subject in the context of post-secondary Malaysian education, and engages with current trends in education such as internationalization and standardized assessment. Lim also highlights the importance of teacher and student lived experiences to argue that personal conceptualisations of the school subject are actualized and negotiated in classroom discourse.Offering unique insights into studying Literature in English in a postcolonial context, the book will appeal to researchers, students and practitioners in the fields of history of education, curriculum reform and literature education.

Hartmann, Heinrich / Tischler, Julia (eds.), Planting Seeds of Knowledge: Agriculture and Education in Rural Societies in the Twentieth Century. (Environment in History: International Perspectives 24) 366 pp. 2023:6 (Berghahn, US) <723-261>
ISBN 978-1-80539-010-7 hard ¥32,538.- (税込) US$ 145.00 *

In the late nineteenth and early twentieth centuries, agricultural practices and rural livelihoods were challenged by changes such as commercialization, intensified global trade, and rapid urbanization. Planting Seeds of Knowledge studies the relationship between these agricultural changes and knowledge-making through a transnational lens. Spanning exchanges between different parts of Europe, North and South America, the Indian subcontinent, and Africa, the wide-reaching contributions to this volume reform current historiography to show how local experiences redefined global practice.

Hodgson, John / Harris, Ann, Literacy and Growth: A Genealogy of English Teaching. (National Association for the Teaching of English (NATE)) 208 pp. 2024:8 (Routledge, UK) <723-1069>
ISBN 978-0-367-90107-3 hard ¥354,486.- (税込) GB￡ 1,230.00
ISBN 978-0-367-90108-0 paper ¥10,371.- (税込) GB￡ 35.99

Literacy and Growth is a unique genealogical study of English teaching in the UK and abroad since the 18th century. Focusing specifically on the concepts of literacy and growth, this book explores key moments in the development of ideas about English teaching. Hodgson and Harris reveal the Enlightenment forebears of such contemporary concepts as "cultural capital" and "critical literacy"; the significance of "growth" to the writers and social critics who opposed Victorian Utilitarianism; and the 20th century influences that established English as a humane study, including the Newbolt Report, the Cambridge Scrutiny group, and the London School of Percival Gurrey and James Britton. The authors examine unpublished Dartmouth Conference papers to reconsider John Dixon's construction of "growth" in his seminal report Growth through English (1967). They reflect on the turbulent aftermath of Dartmouth, the changes in the "growth" model following the cultural turn in English studies, and the politics behind the shift from "English" to "literacy" in the 1990s. Importantly, they redefine the growth model for the 21st century to support teachers and students in the current context of performativity, high stakes assessment, the "knowledge curriculum" and artificial intelligence. Essential reading for tutors and students of English and literacy as well as policymakers in the subject area, this book will engage all those interested in the history and philosophy of English in education. It will be a key resource for those involved in the education and training of English teachers, as well as those undertaking research in English education.

Miller, Michael L. / Szapor, Judith (eds.), Quotas: The 'Jewish Question' and Higher Education in Central Europe, 1880-1945. 426 pp. 2024:5 (Berghahn, US) <723-1072>
ISBN 978-1-80539-527-0 hard ¥32,538.- (税込) US$ 145.00 *

In 1920, the Hungarian parliament introduced a Jewish quota for university admissions, making Hungary the first country in Europe to pass antisemitic legislation following World War I. Quotas explores the ideologies and practices of quota regimes and the ways quotas have been justified, implemented, challenged, and remembered from the late nineteenth century until the middle of the twentieth century. In particular, the volume focuses on Central and Eastern Europe, with chapters covering the origins of quotas, the moral, legal, and political arguments developed by their supporters and opponents, and the social and personal impact of these attempts to limit access to higher education.

Johnson, Karen J. / Yeager, Jonathan M. (eds.), Understanding and Teaching Religion in US History. (The Harvey Goldberg Series for Understanding and Teaching History) 280 pp. 2024:6 (U. Wisconsin Pr., US) <723-109>
ISBN 978-0-299-34630-0 hard ¥7,841.- (税込) US$ 34.95

Religion is deeply embedded in American history, and one cannot understand American history's broad dynamics without accounting for it. Without detailing the history of religions, teachers cannot properly explain key themes in US survey courses, such as politics, social dynamics, immigration and colonization, gender, race, or class. From early Native American beliefs and practices, to European explorations of the New World, to the most recent presidential elections, religion has been a significant feature of the American story. In Understanding and Teaching Religion in US History, a diverse group of eminent historians and history teachers provide a practical tool for teachers looking to improve history instruction at the upper-level secondary and undergraduate level. This book offers a breadth of voices and approaches to teaching this crucial part of US history. Religion can be a delicate topic, especially in public education, and many students and teachers bring strongly held views and identities to their understanding of the past. The editors and contributors aim to help the reader see religion in fresh ways, to present sources and perspectives that may be unfamiliar, and to suggest practical interventions in the classroom that teachers can use immediately.