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教育史

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1

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

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1

Dakhli, Leyla / Laborier, Pascale / Wolff, Frank (eds.), Academics in a Century of Displacement: The Global History and Politics of Protecting Endangered Scholars. (Migrationsgesellschaften) 387 pp. 2024:4 (Springer VS, GW) <722-1091>
ISBN 978-3-658-43539-4 paper ¥23,426.- (税込) EUR 99.99

'Endangered scholars' is a recently highly relevant, yet historical notion. Embedded in the greater history of the 20th and 21st centuries, it captures the phenomenon of scholars who, after years of intellectual work and integration in their societies of origin, are forced to seek rescue in foreign host societies. The pressing urgency of the topic thus has an important historical background. From escaping Russian intellectuals after 1917 to the protection of Jewish refugees during World War II, Algerian intellectuals in contemporary history, or persecuted academics from Turkey today: Over the course of about a century, categories of inclusion, transnational relations, and forms of agency of scholars at risk remained surprisingly stable (and hence diachronously and synchronously comparable) while they also adjusted flexibly to contemporary conditions. This collective volume carves out this historical development and its recent expressions. It brings together researchers in a vivid yet largely unconnected field of migration and refugee studies. By developing a complex image of the origin of the global history and politics of protecting endangered scholars from the early 20th century until today, the book contributes to research on academics in exile as a part of refugee research, migration studies, the history of higher education, and the contemporary history of societies. The interdisciplinary volume explores the phenomenon as a historical, political and legal subject, brings together scholars of forced migration and intellectual studies, and includes currently affected scholars into those reflections.

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2

Verneuil, Yves, Une question "chaude": Histoire de l'education sexuelle a l'ecole (France, XXe-XXIe siecle). (Exploration. Collection de la Societe Suisse pour la Recherche en Education 209) 500 pp. 2023:12 (P. Lang, SZ) <722-1188>
ISBN 978-2-87574-898-0 paper ¥6,050.- (税込) SFR 25.00

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3

Allen, Emily / Huby, Jannine / Manchanda, Pulkit (eds.), Forging the Future: A History of the John Martinson Honors College, 2013-2023. (The Founders Series) 170 pp. 2024:2 (Purdue U. Pr., US) <722-1192>
ISBN 978-1-61249-945-1 hard ¥10,777.- (税込) US$ 49.99

Forging the Future: A History of the John Martinson Honors College, 2013-2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape-from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students-is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.

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4

アメリカにおけるリテラシー-過去1世紀の文化史
Samuel, Lawrence R., Literacy in America: A Cultural History of the Past Century. 220 pp. 2024:5 (Rowman & Littlefield, US) <722-1194>
ISBN 978-1-5381-8954-2 hard ¥7,330.- (税込) US$ 34.00

Literacy in America: A Cultural History of the Past Century is a history of literacy in the United States over the last one hundred years. Told chronologically and supported by hundreds of research studies done over the years as reported in scholarly journals, the work sheds new light on the important role that literacy and reading in general have played in this country since the 1920s. The subject is parsed through the voices of educators, intellectuals, and journalists who have weighed in on its many different dimensions. Literacy is a key site of race, gender, and class, offering insights related to the social and economic inequities that are embedded in our institutions. The primary argument of Literacy in America is that literacy, as a major part of education, has functioned as a means of social control of children, with authority figures dictating which reading material is acceptable and which is not. Literacy has also operated as a vehicle of citizenship for Americans of all ages, and as a symbol of the responsibilities of democracy. With its ambitious scope, the strives to be a seminal guide to literacy in America and add to our understanding of everyday life in the United States.Most interesting, perhaps, is the twisting, unpredictable journey of literacy since the end of World War I, when I argue that the subject's modern era began. Rather than follow a straight line, both the perception and reality of reading swerved over the years, offering a trajectory that makes for a compelling narrative for anyone interested in American cultural and social history. Controversy of some kind has often surrounded literacy in the United States, this alone making it a fascinating source of interest to explore in detail.

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5

アメリカの教師-歴史
Samuel, Lawrence R., The American Teacher: A History. 250 pp. 2024:5 (Rowman & Littlefield, US) <722-1195>
ISBN 978-1-5381-8911-5 hard ¥7,330.- (税込) US$ 34.00

The American Teacher: A History is, as the title makes clear, a history of teachers in the United States. Supported by hundreds of research studies done over the years as reported in scholarly journals, the book fills a niche in the history of education, sociology, gender studies, and the United States as a whole. K-12 teachers and, to a lesser extent, college/university teachers, are discussed in the work which travels through the past century. Told chronologically and divided into ten decades, The American Teacher sheds light on the important role that teachers have played in this country over the last one hundred years. The subject is parsed through the voices of educators, intellectuals, and journalists who have weighed in on its many different dimensions from the 1920s right up to today. The American teacher is a key site of race, gender, and class, we learn from a survey of its history, revealing some of the tensions embedded in our constructed social divisions. Controversy has always surrounded teachers in the United States, making them a fascinating subject to explore in depth.The "schoolteacher" has long served as a principal player in American culture, making The American Teacher a kind of character study that distinguishes fact from fiction. Rather than a research study itself, the work draws on the most important scholarship that has been completed over the years. The work is a big, sweeping picture of the history of American teachers that is designed to complement more academic books that take a more in-depth analysis of unique topics with original research. And in place of focusing on a particular topic, the book examines the threads that have connected issues such as gender and economic status over time. In short, The American Teacher is a synthetic, narrative-driven study that brings together in one place the essential research in the field. And like any good history, the book shows how mining the stuff of everyday life serves as the richest way to learn more about a group of people at a particular time and in a particular place.

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6

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 ¥57,051.- (税込) GB£ 205.00

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.

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7

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 ¥24,783.- (税込) US$ 114.95
ISBN 978-0-8203-6662-3 paper ¥6,457.- (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.

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8

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 ¥26,950.- (税込) US$ 125.00
ISBN 978-0-252-08783-7 paper ¥6,025.- (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.

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9

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 ¥36,179.- (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.

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コーネル大学のグローバルな次元の歴史を考察する
Colle, Royal D. / Michelsen, Heike et al. (eds.), Beyond Borders: Exploring the History of Cornell's Global Dimensions. 450 pp. 2024:5 (Cornell U. Pr., US) <720-923>
ISBN 978-1-5017-7699-1 hard ¥14,003.- (税込) US$ 64.95
ISBN 978-1-5017-7700-4 paper ¥7,535.- (税込) US$ 34.95

Beyond Borders highlights and celebrates Cornell University's many historical achievements in international activities going back to its founding. This collection of fifty-eight short chapters reflects the diversity, accomplishments, and impact of remarkable engagements on campus and abroad. These vignettes, many written by authors who played pivotal roles in Cornell's international history, take readers around the world to China and the Philippines with agricultural researchers, to Peru with anthropologists, to Qatar and India with medical practitioners, to Eastern Europe with economists and civil engineers, to Zambia and Sierra Leone with students and Peace Corps volunteers, and to many more places. Readers also will learn about Cornell's many international dimensions on campus, including the international studies and language programs and the library and museum collections. Beyond Borders captures how-by educating generations of global citizens, producing innovative research and knowledge, building institutional capacities, and forging mutually beneficial relationships-Cornell University has influenced positive change in the world. Beyond Borders was supported by CAPE (Cornell Academics and Professors Emeriti).

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11

Valeeva, Roza A. / Kalimullin, Aydar M. (eds.), Continuous Teacher Education in Russia: History, Current Practices and Future Directions. 280 pp. 2024:7 (Emerald, UK) <720-924>
ISBN 978-1-83753-853-9 hard ¥23,716.- (税込) US$ 110.00

Continuous Teacher Education in Russia examines the history, recent developments and direction of the modernization of continuous teacher education in Russia, providing a critical insight into the structure and development trajectory of teacher education and offers an analysis of the processes of change that are under way in Russia. Chapters authors discuss the complex system of continuous teacher training, starting with the history of Russia's teacher education since the 18th century until the present time. The general characteristics of continuous teacher education are then explored, followed by the role of pre-professional development of future teachers in pedagogical classes, the specific Russian phenomenon of the secondary vocational teacher education and the ways of assuring variability and flexibility of the higher teacher education in Russia. Special attention is also paid to the models of novice teacher induction in Russia and the issues of training highly qualified personnel in postgraduate and doctoral studies. This is the definitive English language text on continuous teacher education in Russia, drawing on scholarly expertise in Russia, locating the policies and practices that are discussed within the context of a global reform of teacher education and providing new perspectives that will be of interest to education scholars, policymakers and practitioners on an international scale.

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Schicketanz, Nicolas, The Training of African Teachers in Natal from 1846-1964. 264 pp. 2024:6 (Routledge, UK) <719-981>
ISBN 978-1-03-276053-7 hard ¥36,179.- (税込) GB£ 130.00

The history of African teacher training in Natal is one of the most neglected and under-researched aspects of educational history. This book attempts to set out the administrative history of this field as a first step in stimulating the further research that is so urgently needed.Print edition not for sale in Sub Saharan Africa.

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Liu, Jennifer, Indoctrinating the Youth: Secondary Education in Wartime China and Postwar Taiwan, 1937-1960. 277 pp. 2024:2 (U. Hawai'i Pr., US) <719-872>
ISBN 978-0-8248-9557-0 hard ¥14,660.- (税込) US$ 68.00

Indoctrinating the Youth examines how the Guomindang (GMD or Nationalists) sought to maintain control of middle-school students and cultivate their political loyalty over the trajectory of the Second Sino-Japanese War, Chinese Civil War, and postwar Taiwan. During the Sino-Japanese War the Nationalists managed middle-school refugee students by merging schools, publishing and distributing updated textbooks, and assisting students as they migrated to the interior with their principals and teachers. In Taiwan, the China Youth Corps (CYC) became a symbol of the regime's successful establishment. Tracing Nationalist efforts to indoctrinate ideology and martial spirit, Jennifer Liu investigates how GMD leaders Chiang Kai-shek and his son Chiang Ching-kuo tried to build support among young people in their efforts to stabilize Taiwanese society under their rule. By comparing two key youth organizations-the Three People's Principles Youth Corps in China, and the CYC on Taiwan-Liu uses education as a lens to analyze state-building in modern China. Liu's careful analysis of the inner workings of GMD youth organizations also illuminates the day-to-day operations of military training in gender-segregated upper-middle schools-including how the government selected instructors and the skills taught to students. According to Liu, mandatory military training contributed to preventing major protest against the government but the policy was not without critics. Intellectuals, parents, and students voiced their dissent at what they perceived as excessive control by a repressive government and a waste of resources interfering with academics. The government-mandated civics curriculum, including government-approved textbooks and standards, reveals the characteristics and duties GMD officials believed modern citizens of the next generation should possess. Through provisions for refugee students, youth organizations, military training, and civics classes, GMD secondary education policy played a critical role in the process of state building in both modern China and Taiwan.Skillfully combining archival work in Nanjing and Taipei, along with oral interviews with former students and CYC administrators, instructors, and members, Liu offers a unique perspective toward a balanced assessment of Nationalist Party rule.

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時間を超える大学での教授の発展-1800年から今日までの教育学的アプローチ
O'Donoghue, Tom, The Development of University Teaching Over Time: Pedagogical Approaches from 1800 to the Present. (Routledge Research in Higher Education) 294 pp. 2024:6 (Routledge, UK) <719-1260>
ISBN 978-1-03-277051-2 hard ¥36,179.- (税込) GB£ 130.00

Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education.While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role play. O'Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally.This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.

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Bruns, Christoph, "Fuer Gott, die Kirche und das Vaterland": Spiritualitaet und Paedagogik der Jesuiten im Spiegel des Gymnasiums Mariano-Josephinum in Hildesheim (1595-1773). (Kirchengeschichtliche Quellen und Studien 3) 196 S. 2023:10 (Olms, GW) <719-124>
ISBN 978-3-487-16655-1 paper ¥10,309.- (税込) EUR 44.00

In der Bischofsstadt Hildesheim erneuerten Jesuiten angesichts der Reformation seit 1595 die mittelalterliche Domschule im Zeichen eines christlichen Humanismus katholischer Praegung. Bis heute sind die Bibliotheks- und Archivbestaende nahezu vollstaendig erhalten. Auf dieser Quellenbasis stellt die vorliegende Studie exemplarisch den Zusammenhang von Spiritualitaet und Paedagogik dar, wie er fuer das Bildungsapostolat der Jesuiten bis zur Ordensaufhebung 1773 typisch war. Christoph Bruns, Dr. theol., unterrichtet Latein, Religion und Geschichte am Gymnasium Mariano-Josephinum in Hildesheim, war Mitarbeiter der Theologischen Fakultaet Freiburg i. Br. und ist Lehrbeauftragter fuer Alte Kirchengeschichte und Patrologie an der Universitaet Hannover.

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Hoffmann, Ann-Kathrin / Buck, Marc Fabian (eds.), Critically Assessing the Reputation of Waldorf Education in Academia and the Public: Early Endeavours of Expansion, 1919-1955. (Routledge Research in International and Comparative Education) 232 pp. 2024:4 (Routledge, UK) <719-1258>
ISBN 978-1-03-251712-4 hard ¥36,179.- (税込) GB£ 130.00

The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historic concept of Waldorf education as an international movement championing 'progressive education'.Spanning the period 1919 - 1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria and Finland. The second volume, which covers the period 1987 - 2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field.This book will be of interest to researchers, scholars and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefit from the volume.A further volume looks at the period 1987-2004. For its contents, please see the end of this volume.

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Slowe, Lucy Diggs, Her Truth and Service: Lucy Diggs Slowe in Her Own Words. Ed. by A. Y. Quarkume. 240 pp. 2024:3 (Columbia U. Pr., US) <718-920>
ISBN 978-0-231-21212-0 hard ¥25,872.- (税込) US$ 120.00
ISBN 978-0-231-21213-7 paper ¥6,468.- (税込) US$ 30.00 *

Lucy Diggs Slowe (1885-1937) was one of the most remarkable and accomplished figures in the history of Black women's higher education. She was a builder of institutions, organizing the first historically Black sorority, Alpha Kappa Alpha, while a student at Howard University in 1908; establishing the first junior high school for Black students in Washington, D.C.; and founding as well as leading other major national and community organizations. In 1922 Slowe was appointed the first Dean of Women at Howard, making her the first Black woman to serve as dean at any American university. Beyond her trailblazing career in higher education, she was a committed teacher, an ardent antiracist advocate, and even a national tennis champion.Her Truth and Service showcases Slowe's speeches, articles, and letters, illuminating her multifaceted accomplishments and unwavering dedication to the quest for equality and justice. In these texts, readers encounter Slowe's powerful voice and keen intellect, witnessing her triumphs and travails as an educator, a leader, and a Black woman in a deeply exclusionary society. Slowe's writings depict her personal and professional efforts to topple race and gender barriers and open up greater opportunities for Black women and girls, as well as the obstacles she faced in male-dominated institutions including the Howard administration. Her Truth and Service is an important document of a significant figure in the development of Black institutions and an inspiring testament to the lifelong struggle for social justice.

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Lyons, Tony, The Policy of Payment by Results in Irish Primary Schools, 1871-1900: rancour and discord. (Counterpoints: Studies in Criticality 544) 206 pp. 2023:12 (P. Lang, SZ) <718-932>
ISBN 978-1-80374-179-6 paper ¥15,004.- (税込) SFR 62.00

This book outlines the principal features of the Payment by Results policy, first introduced in England in 1862. It draws attention to some of the positive aspects of the system but it also considers the more salient features of a system that preyed heavily on both pupils and teachers. Inspectors were used as agents of its implementation, resulting in a divergence of views between them and the teachers. Very few regretted its demise in 1900 when it was replaced by the Revised Programme, a much more child-centred curriculum. It was a system of schooling rather than of education, and it served very few admirably.

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Riedinger, Lee / Ekkebus, Al / Smith, Ray et al., Critical Connections: The University of Tennessee and Oak Ridge from the Dawn of the Atomic Age to the Present. 488 pp. 2024:6 (U. Tennessee Pr., US) <717-80>
ISBN 978-1-62190-654-4 hard ¥8,613.- (税込) US$ 39.95

The bombing of Pearl Harbor set off a chain of events that included the race to beat German scientists to build the atomic bomb. A tiny hamlet tucked away in the southern Appalachians proved an unlikely linchpin to win the race. The Manhattan Project required the combination of four secret sites-Clinton Laboratories, Y-12, K-25, and S-50-75,000 workers, and the nation's finest scientists to create the Secret City, Oak Ridge. From the beginning, the effort was aided by the nearby University of Tennessee, which provided expertise to make the weapon possible. Following World War II, it was not clear what role this huge research and development program would play, but pioneering scientists and administrators were determined that one option-dismantling the whole thing-would not happen.Critical Connections chronicles how Oak Ridge National Laboratory (ORNL), the Y-12 National Security Complex, and their partners became outstanding examples of the militaryindustrial- educational complex from the Cold War to the present day. At the beginning of the 1950s, Oak Ridge became a flourishing, less-secret city, and the authors show how, decade by decade, ORNL became the source of major breakthroughs in physics, biology, computing, and other fields-and how these achievements required ever-closer connections with UT. By the mid-1990s, after many successful joint initiatives between UT and ORNL, UT was poised to compete to become the manager of ORNL. In 2000, UT-Battelle LLC won the bid from the Department of Energy: UT was charged with providing scientific direction and key personnel; its partner Battelle would oversee ORNL's operations and chart its technology direction. The authors highlight the scientific developments these connections have brought, from nanotechnology to nuclear fission, from cryogenic experiments on mice to the world's fastest supercomputer. The partnerships between a university, a city, and federal facilities helped solve some of the greatest challenges of the twentieth century-and point toward how to deal with those of the twenty-first.

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奴隷解放後-ヴァージニア大学での人種差別と抵抗
Daacke, Kirt von / Douglas, Andrea (eds.), After Emancipation: Racism and Resistance at the University of Virginia. (The American South Series) 240 pp. 2024:3 (U. Virginia Pr., US) <717-1033>
ISBN 978-0-8139-4925-3 hard ¥20,482.- (税込) US$ 95.00
ISBN 978-0-8139-4926-0 paper ¥7,007.- (税込) US$ 32.50

Assessing a university's legacy in the age of segregation This anthology reckons with the University of Virginia's post-emancipation history of racial exploitation. Its fifteen essays highlight the many forms of marginalization and domination at Virginia's once all-white flagship university to uncover the patriarchal, nativist, and elitist assumptions that shaped university culture through the late nineteenth century and well into the twentieth. Including community responses ranging from personal reflections to interviews with local leaders to poems, this accessible volume will be essential reading for anyone with ties to UVA or to Charlottesville, as well as for anyone concerned with the legacy of slavery and segregation in America's universities.

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Mueller, Reinhard, Das elementare Schulwesen im Montafon 1774-1869: vor dem Hintergrund gesamtstaatlicher Entwicklungen. (Montafoner Schriftenreihe 33) 336 S. 2023 (Studien Vlg., AU) <717-1115>
ISBN 978-3-7030-6599-6 hard ¥8,176.- (税込) EUR 34.90

Das Jahr 1774 steht fuer die bildungspolitische Zeitenwende mit den ausgesprochenen Zielen ?Schulbildung fuer Alle‘ und ?Ueberwindung des Analphabetentums‘. Das erste staatliche Schulgesetz setzte im elementaren Bildungsbereich eine bemerkenswerte Entwicklung in Gang. Im Zuge dessen kam es in der gesamten Monarchie zu zahllosen Gruendungen von Trivialschulen (spaeter als Volksschulen bezeichnet). Bis zum Ende des 18. Jahrhunderts lassen sich allein im Montafon annaehernd 30 Schulstandorte nachweisen. Im Dorf waren es die Pfarrschulen, in den abgelegenen Weilern die Filialschulen. Trotz anfaenglicher Widerstaende, anhaltender Unzulaenglichkeiten, oekonomischer Schwierigkeiten und mit amtlicher Duldung mancher Provisorien gelang es den Schulverantwortlichen gemeinsam mit bildungsnahen Personen, die sich haeufig genug auch als Goenner in Schulstiftungen einbrachten, waehrend der Jahre 1774 bis 1869 ein stabiles Schulnetz aufzubauen, umfangreiche Baumassnahmen zu verwirklichen, die Schulbesuchsquote zu steigern, die Lehrerqualifikation zu verbessern und die Alphabetisierung grosser Teile der Bevoelkerung voranzutreiben. 1869 ging die ereignisreiche, vielfach konfliktbeladene Aufbau- und Konsolidierungsphase zu Ende. Darauf aufbauend brachte nachfolgend das zweite grosse Schulgesetz einen enormen Entwicklungsschub Richtung neuzeitlicher Volksschule.

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Wilock, David, Testing the Elite: Yale College in the Revolutionary Era, 1740-1815. (Routledge Advances in American History) 136 pp. 2024:4 (Routledge, UK) <717-1117>
ISBN 978-1-03-254005-4 hard ¥36,179.- (税込) GB£ 130.00

This volume explores the extent to which the Revolutionary period (1740-1815) impacted the faculty, students, and institutional life of Yale College, and how those changes shed insight into the nature of the American Revolution itself as a conservative or radical event. Throughout the 18th century, Yale continued a tradition of producing individuals who would perpetuate the economic and social status quo. At the same time, the institution was undergoing an evolution reflective of the broader movements in America that would persist into the era of the early republic. In order to examine Yale's influence on those who attended, this study uses the student experience as a major source of evidence. Yale's curriculum and culture prior to 1776 were beginning to embrace Enlightenment ideas, though not fully and due in no small part to the petitions of students. From literary societies to student militias, there were ways for students to engage in an exchange of ideas about new courses and new modes of national government outside the classroom. The book is intended for both undergraduates and graduate students as well as general readers who are interested in the history of higher education, the American Revolutionary era, and the history of Connecticut.

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Bass, S. Jonathan, From Every Stormy Wind That Blows: The Idea of Howard College and the Origins of Samford University. 352 pp. 2024:2 (Louisiana State U. Pr., US) <716-1833>
ISBN 978-0-8071-8177-5 hard ¥10,780.- (税込) US$ 50.00

Founded in 1841 in Marion, Alabama, Howard College provided a Christian liberal arts education for young men living along the old southwestern frontier. The founders named the school after eighteenth-century British reformer John Howard, whose words and deeds inspired the type of enlightened moral agent and virtuous Christian citizen the institution hoped to produce.In From Every Stormy Wind That Blows, S. Jonathan Bass provides a comprehensive history of Howard College, which in 1965 changed its name to Samford University. According to Bass, the "idea" of Howard College emanated from its founders' firm commitment to orthodox Protestantism, the tenets of Scottish philosophy, the British Enlightenment's emphasis on virtue, and the moral reforms of the age. From the Old South, through the Civil War and Reconstruction, to the New South, Howard College adapted to new conditions while continuing to teach the necessary ingredients to transform young southern men into useful and enlightened Christian citizens.Throughout its history, Howard College faced challenges both within and without. As with other institutions in the South, slavery played a central role in its founding, with most of the college's principal benefactors, organizers, and board of trustees earning financial gains from enslaved labor. The Civil War swept away the college's large endowment and growing student enrollment, and the school never regained a solid financial footing during the subsequent decades-barely surviving bankruptcy and public auction.In 1887, with the continued decline of southern agriculture, Howard College moved to a new campus on the outskirts of Birmingham, where its president, Rev. Benjamin Franklin Riley, a well-known New South economic booster, fought to restore the college's financial health. Despite his best efforts, Howard struggled economically until local bankers offered enough assistance to allow the institution to enter the twentieth century with a measure of financial stability.The challenges and changes wrought by the years transformed Howard College irrevocably. While the original "idea" of the school endured through its classical curriculum, by the 1920s the school had all but lost its connections to John Howard and its founding principles. From Every Stormy Wind That Blows is a fascinating look into this storied institution's history and Samford University's origins.

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第三帝国における大学
Gruettner, Michael, Talar und Hakenkreuz: Die Universitaeten im Dritten Reich. 592 S. 2024:2 (Beck, GW) <716-1835>
ISBN 978-3-406-81342-9 hard ¥10,309.- (税込) EUR 44.00 *

DIE UNIVERSITAeTEN IM DRITTEN REICH - DIE ERSTE GESAMTDARSTELLUNG Lange Zeit haben sich die deutschen Universitaeten vor allem als Opfer der national-sozialistischen Herrschaft gesehen. Erst allmaehlich und widerstrebend setzte sich die Einsicht durch, dass das nicht die ganze Geschichte ist. Seitdem sind zahlreiche Untersuchungen zu einzelnen Universitaeten, Disziplinen, Wissenschaftlern erschienen. Michael Gruettner legt mit diesem Buch auf der Grundlage jahrelanger Quellenforschung erstmals eine Gesamtdarstellung zu den Universitaeten im Dritten Reich vor. Die 23 Universitaeten, die am Ende der Weimarer Republik in Deutschland existierten, waren seit 1933 massiven ?Saeuberungen“ ausgesetzt, die sich vor allem gegen Studierende und Wissenschaftler juedischer Herkunft richteten. Dieser ?Machtergreifung“ von oben entsprach eine ?Machtergreifung“ von unten: Viele Professoren traten in die Partei ein, manche versuchten wie Carl Schmitt und Martin Heidegger, sich als Vordenker des NS-Regimes in Stellung zu bringen. Michael Gruettner schildert eindringlich die erstaunlich geraeuschlose Machtuebernahme, beschreibt die nationalsozialistische Hochschulpolitik, die sich ganz unterschiedlich auf die verschiedenen Faecher auswirkte, und erklaert, warum die Wissenschaften im Dienst des Nationalsozialismus nicht nur unfreier wurden, sondern mitunter sogar groessere Handlungsspielraeume besassen als je zuvor, etwa bei medizinischen Menschenversuchen. Ein Epilog zur Nachgeschichte rundet diese souveraene, laengst ueberfaellige Gesamtgeschichte ab. Prominente Faelle: Martin Heidegger, Carl Schmitt, die versucht haben sich als Vordenker zu positionieren 30 Jahre Forschung zu diesem Thema untersuchte Universitaeten: Berlin Bonn Breslau Erlangen Frankfurt am Main Freiburg Giessen Goettingen Graz Greifswald Halle Hamburg Heidelberg Innsbruck Jena Kiel Koeln Koenigsberg Leipzig Marburg Muenchen Muenster Rostock Tuebingen Wien Wuerzburg

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Hall, M. Ann / Kidd, Bruce / Vertinsky, Patricia, Educating the Body: A History of Physical Education in Canada. 326 pp. 2024:3 (U. Toronto Pr., CN) <716-1836>
ISBN 978-1-4875-0856-2 hard ¥20,482.- (税込) US$ 95.00 *
ISBN 978-1-4875-2594-1 paper ¥8,613.- (税込) US$ 39.95 *

Educating the Body presents a history of physical education in Canada, shedding light on its major advocates, innovators, and institutions. The book traces the major developments in physical education from the early nineteenth century to the present day - both within and beyond schools - and concludes with a vision for the future. It examines the realities of Canada's classed, gendered, and racialized society and reveals the rich history of Indigenous teachings and practices that were marginalized and erased by the residential school system. Today, with the worrying decline in physical activity levels across the population, Educating the Body is indispensable to understanding our policy options moving ahead.

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Jacobmeyer, Wolfgang (Hrsg.), Hungerleider werden Bildungsbuerger: Preussische Gymnasiallehrer 1820-1914: Profile einer Profession. (Geschichtsdidaktik diskursiv - Public History und Historisches Denken 11) 368 S. 2023:11 (P. Lang, SZ) <716-1837>
ISBN 978-3-631-90911-9 hard ¥18,876.- (税込) SFR 78.00

Die Neuordnung des preussischen Gymnasiums im 19. Jahrhundert stellte eine unvergleichliche Reform dar. Durch seine Einheitsschule fuer hoehere Bildung, sorgfaeltige staatliche Ueberwachung und bestaendige Bildungsprinzipien erlangte es anerkannten Erfolg. Von entscheidender Bedeutung waren die Lehrkraefte: Sie stammten oft aus nicht-akademischen Verhaeltnissen, doch ihre wissenschaftliche Kompetenz und hingebungsvolle Berufsverpflichtung waren unumstritten. Diese Studie analysiert die Perspektiven, Qualifikationen und soziale Herkunft der Lehrer sowie ihre Integration in das Gymnasiumssystem. Zusaetzlich wird die Interpretation zeitgenoessischer Veraenderungen und die politischen Visionen der Lehrkraefte beleuchtet. Als Hauptquelle dienen die wertvollen und oft uebersehenen Jahresberichte der Gymnasien (?Schulprogramme“).

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McCoy, Meredith, On Our Own Terms: Indigenous Histories of School Funding and Policy. (Indigenous Education) 250 pp. 2024:6 (U. Nebraska Pr., US) <716-1838>
ISBN 978-1-4962-3249-6 hard ¥12,936.- (税込) US$ 60.00

On Our Own Terms contextualizes recent federal education legislation against the backdrop of two hundred years of education funding and policy to explore two critical themes: the racial and settler colonial dynamics that have shaped Indian education and an equally long and persistent tradition of Indigenous peoples engaging schools, funding, and policy on their own terms. Focusing primarily on the years 1819 to 2018, Meredith L. McCoy provides an interdisciplinary, methodologically expansive look into the ways federal Indian education policy has all too often been a tool for structural violence against Native peoples. Of particular note is a historical budget analysis that lays bare inconsistencies in federal support for Indian education and the ways funds become a tool for redefining educational priorities. McCoy shows some of the diverse strategies families, educators, and other community members have used to creatively navigate schooling on their own terms. These stories of strategic engagement with school, funding, and policy embody what Gerald Vizenor has termed survivance, an insistence of Indigenous presence, trickster humor, and ironic engagement with settler structures. By gathering these stories together into an archive of survivance stories in education, McCoy invites readers to consider ongoing patterns of Indigenous resistance and the possibilities for bending federal systems toward community well-being.

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Salomoni, David (ed.), A Global Earth in the Classroom: New Voices in the History of Early Modern Education. (History of Early Modern Educational Thought 5) 186 pp. 2024:4 (Brill, NE) <716-1840>
ISBN 978-90-04-68022-7 hard ¥23,195.- (税込) EUR 99.00

This volume offers a scholarly examination of educational history, highlighting the pivotal role of educational practices from the late medieval era to the early modern period. It provides a dynamic forum for emerging academics in the field, revealing fresh, multifaceted perspectives on the educational methods of this era. The work illuminates the sophisticated educational systems that shaped Renaissance Milan's merchants and the education of cantors in royal courts and cathedrals. Spanning from Brazil to India, it traces the extensive reach of Jesuit influence and reveals how their teachings fostered an early consciousness of a globally interconnected world in European education. Contributors include Bradley Blankemeyer, Laura Madella, Jessica Ottelli, Federico Piseri, David Salomoni, and Carolina Vaz de Carvalho.

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Taira, Derek, Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941. (Studies in Pacific Worlds) 236 pp. 2024:6 (U. Nebraska Pr., US) <716-1841>
ISBN 978-1-4962-3616-6 hard ¥14,014.- (税込) US$ 65.00

During Hawai'i's territorial period (1900-1959), Native Hawaiians resisted assimilation by refusing to replace Native culture, identity, and history with those of the United States. By actively participating in U.S. public schools, Hawaiians resisted the suppression of their language and culture, subjection to a foreign curriculum, and denial of their cultural heritage and history, which was critical for Hawai'i's political evolution within the manifest destiny of the United States. In Forward without Fear Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools' aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect their Indigenous identity. Taira thus places great emphasis on how they would have understood their actions-as flexible and productive steps for securing their cultural sovereignty and safeguarding their future as Native Hawaiians-and reshapes historical understanding of this era as one solely focused on settler colonial domination, oppression, and elimination to a more balanced and optimistic narrative that identifies and highlights Indigenous endurance, resistance, and hopefulness.

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Rosnes, Ellen Vea / Giudi, Pierre / Martineau, Jean-Luc (eds.), History through Narratives of Education in Africa: Social Histories in Times of Colonization and Post Independence (1920s - 1970s). (Africa-Europe Group for Interdisciplinary Studies 33) 400 pp. 2024:3 (Brill, NE) <716-1445>
ISBN 978-90-04-69016-5 paper ¥15,463.- (税込) EUR 66.00

Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field. The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles. Contributors include Antonia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Eric Fageol, Frederic Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Raoul Kahuma, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.

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Biocic, Ana / Felbar, Iva Mrsic (eds.), Science and Catholicism in the Universities of South-East Europe: 1800 to 1920. (South-East European History 7) 230 pp. 2023:9 (P. Lang, SZ) <716-115>
ISBN 978-1-63667-152-9 hard ¥24,926.- (税込) SFR 103.00

This edited collection sheds new light on the complex dialogue between religion and science which played out at universities in South-East Europe during the 19th and early 20th centuries. This discourse took place against a backdrop of great political, cultural, linguistic, and religious diversity, as well as the long-term transition from Habsburg rule to new nation states. The book’s contributors?an international team of scholars with a wide range of expertise?delve into a range of key questions, including the influence of political regimes on faculties of theology and implications for university autonomy, the role of theology as a science in defining the status of these faculties, and the development of science in the face of religious divisions. The book will appeal to readers interested in religious and intellectual history, the history of science, and the relationship between faith and science, as well as all those interested in South-East Europe either side of the First World War. "The collection holds significant value for graduate and postgraduate students, especially when studying the relationship between faith and science, the approach to theology as a science, and critical examination of specific dogmatic and ecumenical matters. The contributors to this volume provide insightful analyses on these topics, making it an indispensable resource for scholars seeking to enrich their understanding of these complex areas of inquiry." ?Ante Mateljan, Professor of Systematic Theology, University of Split, Croatia

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Gruettner, Michael, Ausgegrenzt: Entlassungen an den deutschen Universitaeten im Nationalsozialismus: Biogramme und kollektivbiographische Analyse. 550 S. 2023:9 (de Gruyter Oldenbourg, GW) <715-1329>
ISBN 978-3-11-123678-0 hard ¥23,417.- (税込) EUR 99.95 *

Die Vertreibung zahlreicher Wissenschaftlerinnen und Wissenschaftler durch die brutale Exklusionspolitik des NS-Regimes und die dadurch ausgeloesten internationalen Migrationsbewegungen gelten zu Recht als bedeutsame Zaesur in der Wissenschaftsgeschichte des 20. Jahrhunderts. Auch wenn es uebertrieben ist, von einer ?geistigen Enthauptung Deutschlands“ zu sprechen, wie in aelteren Publikationen zu lesen war, fuehrte die 1933 einsetzende ?Saeuberung“ der deutschen Universitaeten zu einem betraechtlichen Verlust an wissenschaftlicher Substanz. Das Buch informiert erstmals fuer alle deutschen Universitaeten ueber die Dimensionen und Konturen dieses Prozesses. Im Zentrum stehen fast 1.300 Biogramme vertriebener Hochschullehrer, die in der Einleitung kollektivbiografisch ausgewertet werden. Die Biogramme geben Auskunft ueber den akademischen Status der Betroffenen, ueber die Religionszugehoerigkeit, die Mitgliedschaft in politischen Parteien sowie ueber die Entlassungsgruende, gegebenenfalls auch ueber KZ-Haft, Emigration und Remigration. Schliesslich finden sich in dem Buch die Namen jener Wissenschaftlerinnen und Wissenschaftler, die Opfer nationalsozialistischer Vernichtungspolitik wurden oder nach der Entlassung Suizid begingen.

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Hardesty, Jacob, The Jazz Problem: Education and the Battle for Morality during the Jazz Age. 222 pp. 2023:10 (State U. New York Pr., US) <715-1330>
ISBN 978-1-4384-9464-7 hard ¥7,535.- (税込) US$ 34.95

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Hoff, Sarina, Der lange Abschied von der Pruegelstrafe: Koerperliche Schulstrafen im Wertewandel 1870-1980. (Wertewandel im 20. Jahrhundert 8) 494 pp. 2023:9 (de Gruyter Oldenbourg, GW) <715-1331>
ISBN 978-3-11-062761-9 hard ¥18,731.- (税込) EUR 79.95 *

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Marquez, Bayley J., Plantation Pedagogy: The Violence of Schooling across Black and Indigenous Space. (American Crossroads 72) 320 pp. 2024:2 (U. California Pr., US) <715-1206>
ISBN 978-0-520-39370-7 hard ¥18,326.- (税込) US$ 85.00 *
ISBN 978-0-520-39371-4 paper ¥6,457.- (税込) US$ 29.95 *

Throughout the nineteenth and twentieth centuries, teachers, administrators, and policymakers fashioned a system of industrial education that attempted to transform Black and Indigenous peoples and land. This form of teaching-what Bayley J. Marquez names plantation pedagogy-was built on the claim that slavery and land dispossession are fundamentally educational. Plantation pedagogy and the formal institutions that encompassed it were thus integrally tied to enslavement, settlement, and their inherent violence toward land and people. Marquez investigates how proponents developed industrial education domestically and then spread the model abroad as part of US imperialism. A deeply thoughtful and arresting work, Plantation Pedagogy sits where Black and Native studies meet in order to understand our interconnected histories and theorize our collective futures.

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36

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.

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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 ¥11,711.- (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.

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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 ¥25,769.- (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.

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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 ¥25,769.- (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.

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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 ¥28,112.- (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.

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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 ¥41,745.- (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.

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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 ¥30,455.- (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.

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43

教育史における中心・周辺の仮定再考-ブラジル、アメリカ、ヨーロッパの間の交流
Vidal, Diana / Batista da Silva, Vivian (eds.), Rethinking Centre-Periphery Assumptions in the History of Education: Exchanges among Brazil, USA, and Europe. (Routledge Research in International and Comparative Education) 248 pp. 2024:3 (Routledge, UK) <713-1300>
ISBN 978-1-03-244300-3 hard ¥36,179.- (税込) GB£ 130.00 *

This collection encompasses a period that spans two centuries, in which Brazil serves as a point of departure and of arrival for the analyses of circuits that, intertwined within the national borders, stimulate the reflection about international transits, hybridizations, and appropriations in a process of transnational circulation of subjects and artifacts, in which pedagogical and social models and knowledges are not excluded. The chapters deal with voyages, trajectories, and exchanges, rethinking the beliefs that for a long time drove politicians, educators, and scholars in search of the best ways to construct national systems of education. Firstly, because they presupposed the existence of fixed and univocal relationships that start from the supposed center toward the regions perceived as peripheral, with no margin for examining the reverse circuit. Secondly, they elided the perception of those territories as transitory and resulting from historically shifting geographic and symbolic constructions. Lastly, they ratified the violence of the processes of exclusion based on the attribution of subalternities brought about by a historiographic narrative in education that presents itself as a reference.

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西洋世界における法曹教育-文化的・比較的歴史
Perez-Perdomo, Rogelio, Legal Education in the Western World: A Cultural and Comparative History. 160 pp. 2024:5 (Stanford U. Pr., US) <712-457>
ISBN 978-1-5036-3720-7 hard ¥20,482.- (税込) US$ 95.00
ISBN 978-1-5036-3904-1 paper ¥5,174.- (税込) US$ 24.00

Legal Education in the Western World provides an encompassing history of legal education from Ancient Rome to present day Europe and the Americas. Legal education is considered the locus of the formation of professional culture, and in this book Rogelio Perez-Perdomo contributes to our understanding of its formation by paying attention to how legal knowledge is conceived, the way it is created and transmitted, and the social status of masters, professors, teachers, apprentices and students. He focuses on historical periods and societies that have influenced the current state of legal education. While these are established touchpoints used by historians and supported by a vast bibliographies in English, Spanish, French, Italian and Portuguese, this book also includes material often overlooked by historians. Ultimately, this concise and accessible history presents a panoramic view that highlights the strengths and weaknesses of approaches to legal education in different societies, and an examination of the shared idea of law manifested in them. This historical and comparative perspective will be useful to comparative legal scholars and legal historians interested in a more informed general approach to improving legal education.

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Ying, Zhou, Education and Democracy in China: To Confine the Surging Tide from the Outside World, 1901-1937. (Ideas, History, and Modern China 31) 292 pp. 2023:12 (Brill, NE) <711-962>
ISBN 978-90-04-68787-5 hard ¥25,773.- (税込) EUR 110.00

In this book, Ying Zhou argues that educational reform filled a critical role in bridging the precarious gap between democratic ideals and political realities in late Qing and Republican China, where institutional change in education and the cultivation of a qualified citizenry were two sides of the same coin in the development of democratic education. Through a multi-level analysis of the (re)arrangements of national education and teachings of citizenship, Zhou unravels the complex political and educational nexus in China between 1901-1937, where the hope of education was to bring both political modernity and social progress.

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Munoz, Laura K., Desert Dreams: Mexican Arizona and the Politics of Educational Equality. (Politics and Culture in Modern America) 288 pp. 2023:12 (U. Pennsylvania Pr., US) <711-1272>
ISBN 978-1-5128-2511-4 hard ¥9,702.- (税込) US$ 45.00 *

Desert Dreams chronicles seventy-five years of Mexican American efforts to attain educational equality in Arizona, from its territorial period in the nineteenth century to the post-World War II era. Laura K. Munoz reveals how Arizona Mexicans, or Arizonenses, embraced the United States expecting that they would be treated as American citizens. Instead, Anglo Arizonans wrote laws and designed schools to transform Mexicans from "unassimilable immigrants" into "American workers" by restricting their education to the acquisition of fluency in English and mastery of basic domestic and industrial skills. Arizonenses confronted these anti-Mexican attitudes by developing their own politics of educational equality. They founded public schools, served as school leaders, promoted Spanish and English bilingualism, and encouraged their children to pursue high school and college. From these efforts, a small cadre of Arizonenses obtained enough education to sustain a successful middle class, comprised of students, teachers, lawyers, and politicians who fought for Arizonense civil rights, especially the right to a good education. These efforts culminated in Romo v. Laird (1925), the earliest known school desegregation case filed in the state. Arizonenses also developed regional networks that brought them into conversation with Mexican Americans and allies in Southern California and across the borderlands. As the first comprehensive social history of Mexican Americans in Arizona before 1960, Desert Dreams demonstrates that Arizonenses across generations engaged in vital political, legal, and educational debates about civil rights and subsequently gave rise to a national Mexican American political consciousness.

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Kelly, Matthew Gardner, Dividing the Public: School Finance and the Creation of Structural Inequity. (Histories of American Education) 270 pp. 2024:1 (Cornell U. Pr., US) <711-1345>
ISBN 978-1-5017-7325-9 hard ¥28,028.- (税込) US$ 130.00 *
ISBN 978-1-5017-7326-6 paper ¥5,810.- (税込) US$ 26.95 *

In Dividing the Public, Matthew Gardner Kelly takes aim at the racial and economic disparities that characterize public education funding in the United States. With California as his focus, Kelly illustrates that the use of local taxes to fund public education was never an inadvertent or de facto product of past practices, but an intentional decision adopted in place of well-known alternatives during the Progressive Era, against past precedent and principle in several states. From efforts to convert expropriated Indigenous and Mexican land into common school funding in the 1850s, to reforms that directed state aid to expanding white suburbs during the years surrounding World War II, Dividing the Public traces, in intricate detail, how a host of policies connected to school funding have divided California by race and class over time. In bringing into view the neglected and poorly understood history of policymaking connected to school finance, Kelly offers a new story about the role public education played in shaping the racially segregated, economically divided, and politically fragmented world of the post-1945 metropolis.

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48

Schapira, Michael, University in Crisis: From the Middle Ages to the University of Excellence. (Off the Fence: Morality, Politics and Society) 200 pp. 2023:12 (Rowman & Littlefield, US) <711-1347>
ISBN 978-1-5381-7499-9 hard ¥20,482.- (税込) US$ 95.00 *

As is obvious to the casual newspaper reader, the debt-saddled student, the increasingly precarious university teaching force, the reactionary politician, and the budget-constrained administrator, the entire system of higher education is in crisis. This book brings necessary clarity to contentious debates about the state and future of the university by reconstructing the institution's history around the theme of crisis. Since its origins in medieval Bologna, the university has been a site where humanity has worked out many of the thorniest questions of individual and collective purpose, often in what were described as crisis conditions. This book is not just a history of the university or a survey of contemporary debates, though. It is also an impassioned defence of the university as a privileged institution through which threats to collective self-governance are most acutely felt and from which strategies for its rehabilitation can be most fruitfully developed.

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49

Zysiak, Agata, Limiting Privilege: Upward Mobility Within Higher Education in Socialist Poland. (Central European Studies) 284 pp. 2023:12 (Purdue U. Pr., US) <711-1349>
ISBN 978-1-61249-881-2 hard ¥21,557.- (税込) US$ 99.99 *
ISBN 978-1-61249-882-9 paper ¥11,855.- (税込) US$ 54.99 *

State socialism tried to industrialize, urbanize, encourage the more frequent washing of hands, urge people to leave the church, emancipate women, and electrify cities-all within a single lifetime. Central to these initiatives was extending educational opportunities to the working class and creating a vision of an egalitarian socialist university that offered advancement for all. Limiting Privilege: Upward Mobility Within Higher Education in Socialist Poland traces the possibilities and limits of this goal by looking at a model socialist university established in 1945 in the working-class city of Lodz, Poland. Initially a flagship project of socialist modernization, the university tried to offer social advancement by privileging admission for peasant and working-class children, but these efforts were often fought by the elite who sought to preserve their privilege. By looking at first-generation students, intelligentsia faculty, and an industrial city, Limiting Privilege explores a complex story about utopian visions, failed aspirations, and reluctant academia.

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Kendi, Ibram X., The Black Campus Movement: A History of Black Student Activism. 2nd ed. (Contemporary Black History) 370 pp. 2023:12 (Palgrave Macmillan, UK) <710-1141>
ISBN 978-3-031-37393-0 paper ¥4,214.- (税込) EUR 17.99

In his first book, published in 2012, Ibram X. Kendi provided the first national study of when Black students organized, demanded, and protested against racism in almost every US State between 1965 and 1972. The book illuminated the complex context and prehistory for one of the most transformative educational movements in American history. Based on records from more than three hundred colleges and universities, this authoritative study is essential to understanding modern American higher education.In this second edition, with a new Preface and updates throughout the text, Dr. Kendi reminds us that the antiracist higher education that the students in these pages fought for has yet to be achieved. Referring to this book as "foundational" to his antiracist research and thought, Kendi challenges us to see the parallels between then and now, and to embody the cause anew.

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