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

平岡麻里著　英国における日本の教育制度の考察
Hiraoka, Mari, Reflections of the Japanese Education System in Britain: A Modern Utopia? 1858-1914. (Studies in the History of Education) 256 pp. 2024:10 (Routledge, UK) <729-967>
ISBN 978-1-03-240325-0 hard ¥38,610.- (税込) GB￡ 135.00 *

This book explores British reflections of Japanese education between 1858 and 1914, by referring to accounts by British observers, derived from documentary sources such as newspapers, journal articles, published books, and official reports. Hiraoka argues that British attitudes and comments on Japanese education reflect concerns about their own education system. International economics and politics of the time, as well as the voices of the Japanese, are also taken into account.British interpretations of the advantages of Japanese education are explained with two seemingly contradictory views: traditions inherited in Japan, and modern institutions newly introduced using the Western model. The book illustrates how this dual view of Japan affected the rise and fall of British interest in Japanese education over half a century. It also explores a broad range of phenomena - educational reforms, legislation and practice, science networks, exhibitions, international trade, and military affairs - to observe how Japanese education was viewed by the British. It consults a wide range of primary sources, most of which are published or digitally archived.Shedding new light on the transnational history of the educational relationship between Japan and Britain, this book will be an attractive base for future researchers in the fields of history of education, cultural history, and comparative education.

F.宇治・ホーファー著　日本の植民地支配の初期段階における台湾でのドイツの教育政策の受容
Uji-Hofer, Fabienne, Taiwans Rezeption der deutschen Bildungspolitik in der Fruehphase der japanischen Kolonialherrschaft (1895-1914): Zur Bedeutung des "deutschen Modells" in Preussens Ostprovinzen und in Elsass-Lothringen. (Japan in Ostasien / Japan in East Asia 8) 243 S. 2024:6 (Nomos, GW) <729-976>
ISBN 978-3-7560-1377-7 paper ¥13,888.- (税込) EUR 59.00 *

Das vorliegende Buch untersucht die Vorbildfunktion der deutschen Bildungspolitik in der Fruehphase der japanischen Kolonialherrschaft auf Taiwan anhand der im Auftrage des Generalgouvernements Taiwan (Taiwan sotokufu) durchgefuehrten Inspektionsreisen im Deutschen Kaiserreich (1895?1914). Die Analyse der Inspektionsberichte zeigt die Schwerpunktsetzung und die Beurteilung der Bildungspolitik in verschiedenen deutschen Gebieten auf und eroertert im Rahmen der kolonialpolitischen Verhaeltnisse auf Taiwan, inwiefern das Generalgouvernement Taiwan diese zu uebernehmen gedachte.

Galler, Robert W., Taking Charge, Making Change: Native People and the Transition of Education from Stephan Mission to Crow Creek Tribal School. (Indigenous Education) 452 pp. 2025:1 (U. Nebraska Pr., US) <729-1345>
ISBN 978-1-4962-3981-5 hard ¥16,582.- (税込) US$ 75.00

Taking Charge, Making Change gives voice to generations of Native people-from Crow Creek, Lower Brule, and other reservations in North Dakota and South Dakota-who shaped a school originally designed to foster Catholicism and assimilation. Local initiatives and collaboration transformed the Catholic Stephan Mission boarding school into the Crow Creek Tribal School, which now features both tribal traditions and American educational programs. Through archival research and interviews with parents, graduates, teachers, and staff at Crow Creek and the surrounding community, Robert W. Galler Jr. places Native students at the heart of the narrative, demonstrating multifaceted family connections at a nineteenth-century, on-reservation religious school that evolved into a tribally run institution in the 1970s. He shows numerous ways that community members worked with Catholic leaders and ultimately transformed their mindsets and educational approaches over nearly a century. While recognizing the many challenges and tragedies that Native students endured, Galler highlights the creativity, collaborations, and contributions of the students and graduates to their communities.Taking Charge, Making Change shows how individuals and families helped to found the school, maintain enrollment, secure funding, and influence school policies. Its graduates went on to serve with distinction in the U.S. military, earn advanced degrees after college, join and lead tribal councils in North and South Dakota, help their communities push back against federal policies, and continue to run their own education system.

Rycenga, Jennifer, Schooling the Nation: The Success of the Canterbury Academy for Black Women. (Women, Gender, and Sexuality in American History) 328 pp. 2025:1 (U. Illinois Pr., US) <729-1383>
ISBN 978-0-252-04630-8 hard ¥27,637.- (税込) US$ 125.00
ISBN 978-0-252-08837-7 paper ¥6,178.- (税込) US$ 27.95

Founded in 1833 by white teacher Prudence Crandell, Canterbury Academy educated more than two dozen Black women during its eighteen-month existence. Racism in eastern Connecticut forced the teen students to walk a gauntlet of taunts, threats, and legal action to pursue their studies, but the school of higher learning flourished until a vigilante attack destroyed the Academy. Jennifer Rycenga recovers a pioneering example of antiracism and Black-white cooperation. At once an inspirational and cautionary tale, Canterbury Academy succeeded thanks to far-reaching networks, alliances, and activism that placed it within Black, women's, and abolitionist history. Rycenga focuses on the people like Sarah Harris, the Academy's first Black student; Maria Davis, Crandall's Black housekeeper and her early connection to the embryonic abolitionist movement; and Crandall herself. Telling their stories, she highlights the agency of Black and white women within the currents, and as a force changing those currents, in nineteenth-century America. Insightful and provocative, Schooling the Nation tells the forgotten story of remarkable women and a collaboration across racial and gender lines.

Finch, Andrew J., Salvaging a Teenage Wasteland: The History of Recovery High Schools. 496 pp. 2024:12 (Oxford U. Pr., US) <729-1470>
ISBN 978-0-19-064550-2 paper ¥8,831.- (税込) US$ 39.95

Recovery high schools have become a key setting supporting the adolescent recovery process over the last fifty years. Salvaging a Teenage Wasteland provides the first major historical account of the recovery high school movement from its beginnings in the alternative schools of the 1970s that overlapped with the first adolescent substance use treatment programs. Our understanding of recovery high schools has evolved along with our understanding of addiction and recovery themselves. Finch explores the development of the earliest programs in South Carolina, Texas, Maryland, and Minnesota, which served as roots for later growth. He compiles interviews from dozens of pioneers, including early administrators, teachers, and students, and reviewed hundreds of historical artifacts to trace the creation and expansion of recovery high schools. The story that emerged was closely connected to some of the major events of the times, from the counterculture movement of the 1960s, to the Drug War and advent of adolescent treatment in the 1970s, to the anti-drug campaigns of the 1980s, such as "Just Say No". Cultural touchstones such as Woodstock, school desegregation, high school drug raids, and fear of cults and teenage drug use figured prominently in the creation of recovery high schools, all in an effort to create sober school spaces for teenagers. The programs that evolved are now one of the major components of addressing adolescent mental health and substance use issues.

Goddard, Connie, Learning for Work: How Industrial Education Fostered Democratic Opportunity. 312 pp. 2024:9 (U. Illinois Pr., US) <729-1472>
ISBN 978-0-252-04604-9 hard ¥27,637.- (税込) US$ 125.00 *
ISBN 978-0-252-08814-8 paper ¥6,633.- (税込) US$ 30.00 *

Founded in 1883, the Chicago Manual Training School (CMTS) was a short-lived but influential institution dedicated to teaching a balanced combination of practical and academic skills. Connie Goddard uses the CMTS as a door into America's early era of industrial education and the transformative idea of "learning to do." Rooting her account in John Dewey's ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey's Manual Training and Industrial School for Colored Youth, North Dakota's Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement. An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.

Juravich, Nick, Para Power: How Paraprofessional Labor Changed Education. (Working Class in American History) 344 pp. 2024:12 (U. Illinois Pr., US) <729-1474>
ISBN 978-0-252-04615-5 hard ¥27,637.- (税込) US$ 125.00
ISBN 978-0-252-08823-0 paper ¥6,633.- (税込) US$ 30.00

Paraprofessional educators entered US schools amidst the struggles of the late 1960s. Immersed in the crisis of care in public education, paras improved systems of education and social welfare despite low pay and second-rate status. Understanding paras as key players in Black and Latino struggles for jobs and freedom, Nick Juravich details how the first generation of paras in New York City transformed work in public schools and the relationships between schools and the communities they served. Paraprofessional programs created hundreds of thousands of jobs in working-class Black and Latino neighborhoods. These programs became an important pipeline for the training of Black and Latino teachers in the1970s and early 1980s while paras' organizing helped drive the expansion and integration of public sector unions. An engaging portrait of an invisible profession, Para Power examines the lives and practices of the first generation of paraprofessional educators against the backdrop of struggles for justice, equality, and self-determination.

Lepri, Valentina (ed.), Knowledge Shaping: Student Note-taking Practices in Early Modernity. (Renaissance Mind 1) 250 pp. 2023:11 (de Gruyter, GW) <729-1475>
ISBN 978-3-11-107260-9 hard ¥28,235.- (税込) EUR 119.95 *

How can we portray the history of Renaissance knowledge production through the eyes of the students? Their university notebooks contained a variety of works, fragments of them, sentences, or simple words. To date, studies on these materials have only concentrated on a few individual works within the collections, neglecting the strategy by which texts and textual fragments were selected and the logic through which the notebooks were organized. The nine chapters that make up this volume explore students' note-taking practices behind the creation of their notebooks from three different angles. The first considers annotation activities in relation to their study area to answer the question of how university disciplines were able to influence both the content and structure of their notebooks. The volume's second area of research focuses on the student's curiosity and choices by considering them expressions of a self-learning practice not necessarily linked to a discipline of study or instructions from teaching. The last part of the volume moves away from the student’s desk to consider instructions on note-taking methods that students could receive from manuals of various kinds.

教育を通じて欧州を築き、欧州を通じて教育を築く－歴史的視点に見るアクター、空間、教育学
Ruppen Coutaz, Raphaelle / Paoli, Simone (eds.), Building Europe Through Education, Building Education Through Europe: Actors, Spaces and Pedagogies in a Historical Perspective. (Routledge Studies in Modern European History) 252 pp. 2024:9 (Routledge, UK) <729-1476>
ISBN 978-1-032-16274-4 hard ¥38,610.- (税込) GB￡ 135.00 *

This edited volume explores the role of education in the process of European cooperation and integration as it has been conceived and realized in the late 20th century and the early 21st century, as well as the mirror of this narrative: the effects of the European integration process on education.Through this dual analysis, the contributors reflect on the concept of Europeanization by showing the complex interplay between Europeanization through education and Europeanization of education. Part I offers a critical overview of the actors, spaces, actions, and pedagogies designed to promote the European project and build Europeans. Part II examines how work done on the European continental level has impacted the educational sphere and national education systems. The case studies cover a wide range of international institutions (College of Europe, European Schools, European Centre for Culture, European University Institute), international organizations (EC/ EU, OEEC/ OECD, Council of Europe, UNESCO), and transnational actors (European Trade Union Committee for Education, European Federation of Education Employers), providing interdisciplinary insight into how this dialectic contributed to shape Europe as a whole.This book will be of interest to graduate and postgraduate students, teachers, and researchers of international cultural relations, Europeanization, and education from a transnational perspective.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Solberg, Winton U. / Hoeveler, J. David, Edmund J. James and the Making of the Modern University of Illinois, 1904-1920. 424 pp. 2024:11 (U. Illinois Pr., US) <729-1478>
ISBN 978-0-252-04613-1 hard ¥16,582.- (税込) US$ 75.00

In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation. Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university's evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times. The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904-1920 tells the story of one man's mission to create a university worthy of the state of Illinois.

Spring, Joel, Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. 10th ed. (Sociocultural, Political, and Historical Studies in Education) 216 pp. 2024:11 (Routledge, UK) <729-1479>
ISBN 978-1-032-80059-2 hard ¥38,610.- (税込) GB￡ 135.00 *
ISBN 978-1-032-80058-5 paper ¥11,436.- (税込) GB￡ 39.99 *

Joel Spring's history of school policies imposed on dominated groups in the United States examines the concept of deculturalization-the use of schools to strip away family languages and cultures and replace them with those of the dominant group. The focus is on the education of dominated groups forced to become citizens in territories conquered by the United States, including Native Americans, African Americans, Asian Americans, Latino Americans, and Hawaiians.In seven concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the United States looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context.Revised throughout to reflect the national events and shifts in the field since the prior edition, the 10th Edition includes updated discussion around race and its impacts on college campuses, exploration of the refugee crises, new material on Native American, Alaskan, and Hawaiian boarding schools, and expanded discussion of debates over cultural and racial identity.