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

戦後イギリスにおける教育と工学
Heywood, John, In Search of Technological Excellence: Education and Engineering in Post-War Britain. 528 pp. 2025:8 (Oxford U. Pr., UK) <746-378>
ISBN 978-0-19-890404-5 hard ¥37,171.- (税込) GB￡ 132.00

The notion that Britain was losing its international industrial competitiveness has preoccupied governments since the Second World War. Policymakers have sought to address this over the years, and yet Britain's relative industrial decline has appeared to continue, raising questions about its root causes. In Search of Technological Excellence analyses the policymaking and policy implementation in the education of engineers and technologists from the 1945 report of the Percy Committee on Higher Technological Education to the conclusion of the Thatcher government's Enterprise in Higher Education Initiative. Using a plethora of previously unpublished sources, this book focuses on the untold story of what the reports of the three key committees in this fifty-year period - Percy (1945), Fielden (1963) and Finniston (1980) - actually achieved in secondary and higher technological education. The core themes of this volume include industrial training and its assessment, the controversy over the structure of industrial sandwich courses, the perceived requirements for qualified specialists (the 'manpower' controversy), curriculum development, creativity and innovation in engineering, engineers as managers, and engineering in schools. Thought-provoking and comprehensive, In Search of Technological Excellence reflects on perennial problems to help clarify how this history can inform policymaking today and will be of interest to policymakers, practitioners and students in engineering education and public administration.

Baneu, Alexandra (ed.), The Art of Taking Notes at the University: Etienne Gaudet (Paris, ca. 1320-1392). (Note-taking and Notebooks Across Medieval Europe 1) 350 pp. 2025:12 (de Gruyter, GW) <746-1387>
ISBN 978-3-11-076282-2 hard ¥25,518.- (税込) EUR 109.95

The library of Etienne Gaudet has preoccupied scholars in the field of medieval history and philosophy. It arose the interest of Palemon Glorieux, who misattributed some of the manuscripts from this library to Jean de Falisca. The error was later corrected by Zenon Kaluza in his seminal work dedicated to Thomas of Cracow. What the present volume brings on top of the research already dedicated to the subject comes from the fact that our methodology if heavily influenced by the insight that most of what this library transmits consists of notes. Keeping that in mind, we have been able to discover fragments of texts that had been considered lost, correctly identify lesser-known figures mentioned in these manuscripts (or at least challenge old identifications) and understand some doctrinal aspects from a different perspective. Another important issue that comes to light in the present volume is the way Etienne Gaudet used and reused his notes, wrote tables to retrieve them, abbreviated texts from other authors and drafted his own works. This volume will be relevant to the scholar studying medieval academic practices of the late fourteenth century, since it introduces them to new and exciting materials that are a direct testimony of what happened in the proverbial classroom. It will also be of extreme interest to scholars who study the practice of note-taking and for whom the Middle Ages have not yet been very generous.

ビザンツ時代のテッサロニキにおける教育と学習
Pontani, Filippomaria (ed.), Education and Learning in Byzantine Thessaloniki. (Trends in Classics - Supplementary Volumes 164) 220 pp. 2024:10 (de Gruyter, GW) <746-1389>
ISBN 978-3-11-142147-6 hard ¥25,518.- (税込) EUR 109.95 *

Byzantine Thessaloniki has often been considered in its relationship with Constantinople, as a deuteragonist vis-a-vis the capital. However, from the 11th through the 15th century the symproteuousa has often played an important role in terms of the study, preservation and circulation of learning. The present volume collects 11 papers originating in a conference held at Thessaloniki's Kentro Istorias in May 2022. Some of them offer new elements and fresh discoveries on single erudites and their work, from Michael Mitylenaios to John Pediasimos, from Demetrios Triklinios to Thomas Magister, from Matthew Blastares to Manuel Boullotes. Hagiography, schedography, lexicography, philology on ancient Greek texts, and even canonical law, are among the genres practised by Thessalonian scholars over the centuries. Other papers offer thoughts on Eustathios' didactic aims, bird's-eye views of the city's intellectual milieux in the early Palaeologan era, or of the learned circles in Manuel II's entourage. The book acknowledges the "highs" and the "lows" in the cultural development of medieval Thessaloniki, and brings together essential elements towards an assessment of the city's role in the history of education and learning.

Mazzei, Sara, Arab-Islamic Education Systems in the Experience of Migrants and Refugees in Europe: An Historical and Cultural Analysis Focused on Morocco, Syria, Italy, Germany and Sweden. (MiGS: Migration - Gesellschaft - Schule) 388 pp. 2025:4 (Springer VS, GW) <745-941>
ISBN 978-3-658-47483-6 paper ¥27,848.- (税込) EUR 119.99

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. Their scholastic inclusion has been challenging, and the teaching staff had to sometimes deal with unfamiliar realities. The issue has been addressed by various perspectives, from sociology to psychology, insights from which are gathered in intercultural education. In it, there are scarcity of studies that delve into pupils' cultural backgrounds, and countries of origin's history is seldom regarded as a decisive factor in the formation of identity. Among Arabic-speaking communities the Moroccan and Syrian ones are the most significant and Morocco and Syria have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational universe where Arabic-speaking pupils come from, focusing on humanities and religious education in the experience of pupils, especially from Morocco and Syria. Methodology comprehends qualitative empirical research conducted in Europe. Results show the differences experienced by pupils in their educational paths among diverse Arab and European countries and the more sensitive topics they encounter in their education in Europe in relation to their identity.

欧州のラテン世界における学生のノート　1400～1750年－研究必携
Feys, Xander / Maleux, M. / Peetermans, A. et al. (eds.), Student Notes from Latin Europe (1400-1750): A Research Companion. 260 pp. 2025:5 (Leuven U. Pr., BE) <745-985>
ISBN 978-94-6270-456-5 paper ¥11,992.- (税込) EUR 39.50

The first comprehensive guide dedicated solely to research on Latin-European early modern student notes.The many preserved collections of student notes from the early modern period - ranging from neatly maintained notebooks to barely legible scribbles crammed between lines of printed text - hold considerable but largely untapped potential as an historical source. At the same time, the analysis of these notes poses significant challenges for scholars. This book aims to be a concise and accessible companion for scholars interested in engaging with this young and burgeoning research field. Written by a diverse group of specialists from across Europe and the US, it explores the various technical and practical aspects involved in reading, interpreting, and editing student notes, while also demonstrating how these sources can enrich various areas of historical research. Indeed, student notes reveal that early modern lecture halls were often more dynamic, diverse, and creative than we might have expected.

オックスフォード大学ハートフォードカレッジの歴史と先史
Tyerman, Christopher, The History and Pre-History of Hertford College, Oxford: Survival and Renewals. 656 pp. 2025:9 (Oxford U. Pr., UK) <745-987>
ISBN 978-0-19-284559-7 hard ¥40,268.- (税込) GB￡ 143.00

Modern Hertford is one of Oxford's least famous colleges. Its chief claims to attention are its pioneering egalitarian reforms of its admissions system in the 1960s and 70s, its early embrace of co-residence in 1974, and its deliberate transformation from a poor, obscure, dilapidated, ill-favoured, and introspective conservative backwater to an open, outward-looking, financially secure, and academically sound partner in the collegiate university - such rapid transformations being somewhat rare in Oxford. It is also one of Oxford's youngest colleges and, having been founded only in 1874, ostensibly unsuitable for a book-length history. But behind modern Hertford sits an institutional history reaching back to the thirteenth century and the early days of the university itself, the direct residual legatee of two medieval academic halls (usually precarious, non-corporate licensed student hostels that dominated Oxford's first quarter millenium, providing teaching, accommodation, and the model for later more solidly established endowed colleges) Hart Hall (c. 1280-1740) and Magdalen Hall (c. 1480-1874) and the failed first Hertford College (1740-1816). On a small, intimate but precise scale, Hertford and its precursors map not only the internal history of the university but also the wider social, political, religious and educational settings over seven centuries: the creation of a medieval literate clerisy; sixteenth century humanism, gentrification and Reformation; seventeenth century religious and political upheaval and Civil War; the post-Restoration triumph of Tory Oxford; the latitudinarian eighteenth century; the beginnings of empire; nineteenth century, imperialism, plutocracy and reform; twentieth century slow democratisation; and twenty-first century technology. Based at every stage on deep trawls through rich, much hitherto unexplored archival evidence, and lit by close portraits of dons, grandees, scholars, students, and staff through the centuries, this book charts a story of repeated dislocation, precarity, ingenuity, and renewal, very different from the more familiar image of Oxford's established grandeur and serene progress towards modernity.

香川せつ子他編　歴史における女性と教育改革－トランスナショナルな世界における日本
Goodman, Joyce / Kagawa, Setsuko (eds.), Women and Educational Reform in History: Japan in a Transnational World. (Routledge Studies in Educational History and Development in Asia) 228 pp. 2025:6 (Routledge, UK) <744-849>
ISBN 978-1-032-72605-2 hard ¥40,832.- (税込) GB￡ 145.00

This unique collection provides critical analyses of Japanese educational history by bringing together gender, transnational and transcultural perspectives.It illustrates how Japanese, European and American women educators transcended national borders in seeking to reform and re-shape Japanese education and society in the midst of social and political change from the Meiji era (1868-1912) to 1948 and beyond, including during the American Occupation of Japan. It demonstrates how educational practice from Europe and the United States flowed into Japan before and after the first and second world wars but also became entangled with Japanese perspectives, as well as with nationalism, colonialism, imperialism and regionalism, as some Japanese educators sought to reform education for Asian women beyond Japan's borders. In an increasingly connected world, where, at the same time, opportunities for women's education in some countries are declining, the volume provides insights for readers into how women educators have co-operated historically across national borders in pursuit of reform in education and society in periods of immense social and political change, including at moments when nationalism and imperialism were in the ascendancy.This volume will be of interest to academics, researchers, and post graduate students in the fields of Japanese history, history of Japanese education, Japanese women's history, gender perspectives and transnational and transcultural research. It will also be of interest to readers curious about the history of Asia more broadly.

Salomoni, David / Giurgevich, Luana / Leitao, H. (eds.), Santo Antao: The Jesuit College in Lisbon and its History. (History of Early Modern Educational Thought 6) 346 pp. 2025:6 (Brill, NE) <744-202>
ISBN 978-90-04-71994-1 hard ¥20,656.- (税込) EUR 89.00

The volume delves into the multifaceted history of Lisbon's Jesuit College of Santo Antao, tracing its evolution from its establishment to the eventual suppression of the Society of Jesus. This scholarly work examines an array of themes, including the college's innovative pedagogical practices, its architectural developments, and its significant contributions to the preservation of a rich literary heritage. Moreover, the volume situates the institution within broader social and scientific context.

Carr, Wilfred, The Eclipse of Reason: Reclaiming Western Education for Today. (Routledge Research in Education) 104 pp. 2025:5 (Routledge, UK) <744-1244>
ISBN 978-1-041-03860-3 hard ¥14,921.- (税込) GB￡ 52.99

This concise, digestible book shows how the cultivation of reason became the defining aim of western education, and critiques how this aim has been eclipsed in recent decades by the neoliberal system of mass schooling imposed by the state.Chapters outline succinctly the history of western education and its origins in Ancient Greece, demonstrating how the idea of education as intrinsically related to the development of reason became embedded in the western educational tradition, and how this tradition subsequently developed and evolved. Introducing key philosophical ideas about the nature of education, the book shows how the development of mass schooling in the nineteenth century led to our current educational landscape, where neoliberal demands for schools to be more responsive to market forces have obscured the development of reason as a distinctive educational aim. By inviting educators to think reflectively and critically about the state of education today, the book raises the little-discussed educational question of what comes after neoliberalism.Calling for the re-establishment of western education's core values and aims, this book will be of interest to educators, researchers, and students involved with pre - and in-service teacher education courses, as well as those interested in the history of education and the philosophy of education more broadly.

Smith, Charles E., Report Card Nation: The Inside Story of Education Reform Under George W. Bush. 140 pp. 2025:4 (U. Tennessee Pr., US) <744-1247>
ISBN 978-1-62190-960-6 paper ¥4,279.- (税込) US$ 19.95 *

Samuel, Lawrence R., The American Private School: A Cultural History. 224 pp. 2025:2 (Rowman & Littlefield, US) <743-1352>
ISBN 979-88-8180-378-0 hard ¥8,151.- (税込) US$ 38.00 *

Suman, Amit K., Educating India: Colonialism and Indigenous Knowledge Traditions, c. 1780-1900. 272 pp. 2025:1 (Bloomsbury Academic, UK) <743-1022>
ISBN 978-93-5640-806-7 hard ¥23,936.- (税込) GB￡ 85.00

Cope, Bill / Feinberg, Walter, Arguments for Learning: An Intellectual History of the College of Education at the University of Illinois. 432 pp. 2025:3 (U. Illinois Pr., US) <742-850>
ISBN 978-0-252-04635-3 hard ¥7,507.- (税込) US$ 35.00 *

Almost every educational idea worth a thought has been considered at the University of Illinois, and anything worth trying has been tested. In this history of ideas, Bill Cope and Walter Feinberg chronicle the intellectual lives of education thinkers at the university while tracking the development of educational ideas and practices in general. Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College's multifaceted mission. Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession. At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning. Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children's schoolteachers to embracing global perspectives. A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.

Rudenstine, Neil L., Our Contentious Universities: A Personal History. 312 pp. 2025:3 (American Philosophical Society Pr., US) <742-851>
ISBN 978-1-60618-007-5 hard ¥7,496.- (税込) US$ 34.95 *

Suhrbur, Thomas J., Public Education and Social Reform: A History of the Illinois Education Association. 320 pp. 2025:3 (U. Illinois Pr., US) <742-852>
ISBN 978-0-252-04636-0 hard ¥26,812.- (税込) US$ 125.00
ISBN 978-0-252-08843-8 paper ¥6,435.- (税込) US$ 30.00 *

Founded in 1853, the Illinois Education Association (IEA) and its predecessors have played a vital role in shaping the Illinois public school system. Thomas J. Suhrbur's history covers the lifespan of the IEA within the larger story of state public education as a battleground for contentious social and economic issues. Suhrbur pays particular attention to the impact of race, gender, religion, and tax policy on the IEA and public schools. He also examines the IEA's evolution from a professional organization controlled by administrations and officials through its radical transformation into a teacher-led independent labor union. As a workers' organization, the IEA successfully fought for collective bargaining and organized K-12 and higher education while continually standing against right-wing efforts to privatize education and undermine public schools with vouchers, for-profit institutions, and tax credits. Multifaceted and up to date, Public Education and Social Reform tells the story of the organization and figures dedicated to sustaining and advancing Illinois public education.

Barker, Clyde F. / Barker, Elizabeth, Surgeons and Something More: The History of Surgery at the University of Pennsylvania. 592 pp. 2024:11 (American Philosophical Society Pr., US) <742-28>
ISBN 978-1-60618-020-4 hard ¥16,087.- (税込) US$ 75.00 *

Augustynowicz, Christoph / Fuchs, Martina u. a. (Hrsg.), Alltag - Erinnerung - Aufarbeitung an der Universitaet Wien: Historische Wissenschaften in Austrofaschismus, Nationalsozialismus und Nachkriegszeit. (Schriften des Archivs der Universitaet Wien 30) 196 S. 2025:1 (Vienna U. Pr., AU) <741-1252>
ISBN 978-3-8471-1787-2 hard ¥11,605.- (税込) EUR 50.00

Erinnern ist ein aktiver, kollaborativer Prozess zur Verlangsamung kollektiven Vergessens. Die historischen Institute der Historisch-Kulturwissenschaftlichen Fakultaet der Universitaet Wien beschaeftigen sich vermehrt mit ihrer Vergangenheit in den Jahren von Austrofaschismus, Nationalsozialismus und der Nachkriegszeit. Viele Angehoerige der Universitaet Wien waren Opfer, aber noch viele mehr Wegbereiter und Mittaeter der nationalsozialistischen Ideologie. Einzelne Ergebnisse dieser Aufarbeitung werden im vorliegenden Band praesentiert. Neben grundsaetzlichen Ausfuehrungen zum Fach Geschichte an der Universitaet Wien, zur Entwicklung der Disziplin zwischen den 1930er- und 1960er-Jahren sowie zu Universitaetsalltag und Bibliothekswesen werden vier Lehrende unter dem Signum ?Zwischen Opfer- und Taeterrollen“ vorgestellt. Ein weiterer Beitrag gedenkt eines Grazer Mediaevisten, der in Wien studiert hatte und 1942 im Ghetto Theresienstadt umkam. Remembering is an active, collaborative process to slow down collective forgetting. The historical institutes of the Historical and Cultural Studies Faculty at the University of Vienna are increasingly dealing with their past during the years of Austrofascism, National Socialism, and the post-war period. Many members of the University of Vienna were victims, but even more were facilitators and accomplices of the National Socialist ideology. This volume presents individual results of this reappraisal. In addition to fundamental discussions about the field of history at the University of Vienna, the development of the discipline between the 1930s and the 1960s, and everyday university life and library science, four lecturers are presented under the heading "Between Victim and Perpetrator Roles." Another contribution commemorates a medievalist from Graz who had studied in Vienna and perished in the Theresienstadt Ghetto in 1942.

Barksdale, Marcellus Chandler, The Cross, the Candle, and the Crown: A Narrative History of Morehouse College, 1867-2021. 456 pp. 2025:2 (Mercer U. Pr., US) <741-1253>
ISBN 978-0-88146-967-7 hard ¥9,652.- (税込) US$ 45.00 *

Levy, David W. (ed.), Sooner Doughboys Write Home: The University of Oklahoma and World War I. 262 pp. 2025:2 (U. Oklahoma Pr., US) <741-1255>
ISBN 978-0-8061-9527-8 hard ¥6,424.- (税込) US$ 29.95 *

Days before the armistice was signed ending World War I, Stratton D. Brooks, third president of the University of Oklahoma, sent a letter to every student, former student, and faculty member serving in the armed forces. He had a request: would each man write a letter in reply, describing his experiences and impressions during his wartime service? Dozens of them responded in late 1918 and early 1919. Now, more than a century later, historian David W. Levy has selected and annotated fifty-three of these letters. Sooner Doughboys Write Home is a richly detailed-and often poignant-record of what these young men thought about the war and what they witnessed firsthand. As Levy explains in his thorough introduction, most of these young men, or "doughboys" as they were called, came from small Oklahoma towns and farms. Suddenly thrust into strange and often dangerous circumstances after the United States entered the war in 1917, they betray in their letters an appealing innocence of this wider world. For some of them, it is a world of dreary inactivity and boredom, punctuated by moments of breathtaking violence and danger. Others marvel at sights in Paris and in Germany. All the while, they keep a sharp eye out for their Sooner classmates from Norman, eager to share a quick drink or hurried chat. Although these Sooner doughboys, as Levy acknowledges, were not "ordinary," given their privileged status as college students, they observed the war from the field and not from some more remote vantage point. Drawing on his expertise as an American historian and his extensive knowledge of the university's history, Levy identifies and explains in ample footnotes the numerous people and places mentioned by the letter writers. In so doing, he ties the experience of everyday Oklahomans to a global conflict that changed the course of history.

ユトレヒト大学と植民地の知識
Rinsum, Henk, Utrecht University and Colonial Knowledge: Exploration, Exploitation and the Civilising Mission since 1636. 352 pp. 2025:3 (Amsterdam U. Pr., NE) <741-1256>
ISBN 978-90-485-6797-3 hard ¥13,220.- (税込) GB￡ 46.95 *

In this book, Henk van Rinsum provides an in-depth description of the colonial past of Utrecht University in the Netherlands, from its foundation in 1636. He describes the development of (scientific) knowledge and knowledge transfer about and in the Dutch colonies, especially in the Dutch East Indies. The central theme of his book is the idea of Western superiority - the assumption that we are 'developed' and therefore modern, while those in the colonies are 'not (yet) developed' and therefore primitive or traditional. This colonial past is also the framework in which Utrecht University became involved in slavery and its abolition. Henk van Rinsum shows how the knowledge acquired in the colony also contributed significantly to the scientific development of the university, especially towards the end of the nineteenth century. Utrecht University and Colonial Knowledge is therefore an important contribution to both colonial and intellectual history.

Rogers, William Warren, Jr., The Battle for the University of Alabama: The Perilous Path of Higher Education in the Reconstruction South. 286 pp. 2025:4 (U. Alabama Pr., US) <741-1257>
ISBN 978-0-8173-2228-1 hard ¥23,595.- (税込) US$ 110.00
ISBN 978-0-8173-6200-3 paper ¥7,496.- (税込) US$ 34.95

The University of Alabama was burned to the ground in the final days of the Civil War. In the war's aftermath, survivors constructed a new collection of buildings using many of the bricks left from the original campus. Nevertheless, the university's presidency changed frequently, Alabama had a new egalitarian constitution created by a racially diverse coalition of Republicans, the fate of the University of Alabama soon became a key battleground in the contested nature of state. In The Battle for the University of Alabama, historian William Warren Rogers, Jr. traces this incredible yet little-known story of the bitter contest for the fate of a cultural citadel in relation to the histories of other public universities in the former states of the Confederacy as they struggled to make their own way after the war.

Woodin, Tom / Vernon, Keith / Shaw, Linda, The Co-operative College and a Century of Social Change: Internationalism, Co-operativism and Learning. (Palgrave Studies in Adult Education and Lifelong Learning) 342 pp. 2025:3 (Palgrave Macmillan, UK) <741-1258>
ISBN 978-3-031-72975-1 hard ¥34,811.- (税込) EUR 149.99

This open access book explores the Co-operative College's distinctive adult educational tradition over the past century as it provided education for co-operative leaders, employees and members in addition to developing a range of wider educational initiatives and ideas internationally. The Co-operative College is a British educational charity established in 1919, founded on co-operative principles. It played a crucial role in co-operative education in the British Empire and subsequently in the independent nations. In doing so, it brought together vocational and liberal education as well as educating members as part of a movement that fostered significant social change. It draws on original archival research at the National Co-operative Archive in Manchester as well as other material at the National Archives, Bishopsgate Institute and the British Library. Furthermore, the rich archives of the National Co-operative Archive allow for the development of a rich visual history of the movement to be explored.

Carter, Andy, Games, Greek and Pluck: Classicism, Masculinity, Elite Education and British Sport, 1850-1914. (Sport, History and Culture 13) 330 pp. 2024:12 (P. Lang, SZ) <741-1099>
ISBN 978-1-80374-613-5 paper ¥17,746.- (税込) SFR 73.00

Public school education in the second half of the nineteenth century was completely dominated by classics and sport. Rejecting the view that these were competing strands resulting in friction between aesthetic scholars and athletic philistines, this book shows how classicism and athleticism were closely entwined. Using primary sources, such as school magazines and memoirs, it considers how classical ideas shaped the elite British male's view of his place in the world and his attitudes to masculinity, gender, race, class and duty. At the heart of this process were a comparatively small number of classically-educated men who influenced the reorganisation and reform of games between 1850 and 1914 laying the foundations for modern sport. This book explores their overlapping social networks, and the ways in which they sometimes co-opted ancient history, as they tried to retain control of the sporting landscape and promote an 'amateur ideal' based on a past that never really existed.

Verstraete, Pieter, Quiet Classrooms, Educational Soundscapes, and the Power of Silence: Towards an Acoustic History of Education. (Routledge Research in Education) 168 pp. 2025:4 (Routledge, UK) <740-1254>
ISBN 978-1-032-69468-9 hard ¥40,832.- (税込) GB￡ 145.00

This highly novel book provides an exploration of the role of silence in the school setting and interrogates the value of silence and quiet in contemporary educational practices, looking at pedagogies and classroom practice to guide this increasingly popular subdiscipline of the history of education.Arguably the first contribution written in English on the educational value of silence within the history of education more broadly, this book interrogates the way we encounter and label sounds and noises within the classroom, and the ways in which these have come to dictate relationships between teachers and pupils in our contemporary society. Chapters investigate sociocultural reasons for a Western problematisation of silence and shyness of children, and the wider impact on class participation and treatment. Issues around children's sense of identity and teachers' authority are explored in relation to silence as a powerful tool for a progressive understanding of learning. Ultimately, the book will guide thinking around educational, acoustic surroundings and provide alternative vocabulary to talk about educational soundscapes and the real-term impact on our learning environments.Providing a novel and nuanced framework for studying schools as acoustic or sound spaces, the book will be of interest to researchers, scholars, and academics in the fields of history of education, curriculum studies, and the theories of learning more broadly.

Herscher, Andrew, Under the Campus, the Land: Anishinaabe Futuring, Colonial Non-Memory, and the Origin of the University of Michigan. 160 pp. 2025:3 (U. Michigan Pr., US) <739-828>
ISBN 978-0-472-07723-6 hard ¥12,870.- (税込) US$ 60.00
ISBN 978-0-472-05723-8 paper ¥4,279.- (税込) US$ 19.95 *

In the 1817 Treaty of Fort Meigs, Anishinaabe leaders granted land to a college where their children could be educated. At the time, the colonial settlement of Anishinaabe homelands hardly extended beyond Detroit in what settlers called the "Michigan Territory." Four days after the Treaty of Fort Meigs was signed, the First College of Michigania was founded to claim the land that the Anishinaabeg had just granted. Four years later, the newly-chartered University of Michigan would claim this land. By the time that the university's successor moved to Ann Arbor twenty years later, Anishinaabe people had been forced to cede almost all their land in what had become the state of Michigan, now inhabited by almost 200,000 settlers.Under the Campus, the Land narrates the University of Michigan's place in both Anishinaabe and settler history, tracing the university's participation in the colonization of Anishinaabe homelands, Anishinaabe efforts to claim their right to an education, and the university's history of disavowing, marginalizing, and minimizing its responsibilities and obligations to Anishinaabe people. Continuing the public conversations of the same name on U-M's campus in 2023, Under the Campus, the Land provides a new perspective on the relationship between universities and settler colonialism in the US. Members of the U-M community, scholars of Midwest history, and those interested in Indigenous studies will find this book compelling.

Morris, John F., Students to Soldiers: Secret Military Education at Elite Schools, 1815-1945. 248 pp. 2025:4 (U. Virginia Pr., US) <739-830>
ISBN 978-0-8139-5268-0 hard ¥24,667.- (税込) US$ 115.00
ISBN 978-0-8139-5269-7 paper ¥6,327.- (税込) US$ 29.50

Messner, Michael A., The High School: Sports, Spirit, and Citizens, 1903-2024. (Critical Issues in Sport and Society) 340 pp. 2025:3 (Rutgers U. Pr., US) <739-662>
ISBN 978-1-9788-3953-3 hard ¥7,067.- (税込) US$ 32.95 *

High school yearbooks provide both a vivid snapshot of student life and a reflection of what the adults in the community valued the most. For instance, athletics are often covered more than academics, and boys' sports routinely receive more attention than girls' sports. But how have those values changed over time? In The High School, acclaimed sociologist Michael A. Messner reads through 120 years of El Gabilan, the yearbook from his own alma mater, Salinas High School in California, where his father taught and coached. Treating the yearbooks as a historical archive, Messner makes surprising discoveries about the school he thought he knew so well. For example, over fifty years before Title IX, the earliest yearbooks gave equal spotlights to boys' and girls' athletics, while the cheerleaders were all boys. Tracing American life and culture from 1903 to 2024, Messner illuminates shifts in social practices at his high school that reflect broader changes in American culture across the twentieth century. The High School spotlights how the meanings and iconography of certain activities have changed radically over the decades, even as the "sports spirit complex"-involving athletes, cheerleaders, band members, and community boosters-has remained a central part of the high school experience. By exploring evolving sports cultures, socioeconomic conditions, racial demographics, and gender norms, Messner offers a fresh perspective on a defining feature of American teenage life.

Dagbovie, Pero G., Forever in the Path: The Black Experience at Michigan State University. 682 pp. 2025:2 (Michigan State U. Pr., US) <739-752>
ISBN 978-1-61186-494-6 hard ¥10,714.- (税込) US$ 49.95 *

Dougherty, Deirdre Mayer, Race and Place: School Desegregation in Prince George's County, Maryland. (New Directions in the History of Education) 166 pp. 2025:7 (Rutgers U. Pr., US) <739-753>
ISBN 978-1-9788-2800-1 hard ¥25,740.- (税込) US$ 120.00
ISBN 978-1-9788-2799-8 paper ¥7,067.- (税込) US$ 32.95

Race and Place considers the everyday experiences of community members throughout the process of school desegregation and how race, place, and truth came to matter in this process in Prince George's County, Maryland from 1945 through 1973. Organized around several successive policies that emerged in this time: school equalization, school choice, neighborhood schools, school construction, school closure, busing for racial integration, and school discipline, Dougherty shows how these policies contained and reinforced assumptions about place and created new racial truths about people and schooling.

Gerry, Gail B., Here to Stay: The Story of the Class of Women Who Coeducated the University of Virginia. 224 pp. 2025:3 (U. Virginia Pr., US) <739-787>
ISBN 978-0-8139-5281-9 hard ¥20,377.- (税込) US$ 95.00 *
ISBN 978-0-8139-5282-6 paper ¥6,327.- (税込) US$ 29.50 *

Reflecting on the legacy of the first undergraduate women at UVA The campaign to secure unfettered access to higher education for women took decades of activism and advocacy, and mainstream skepticism over the viability of coeducation persisted until shockingly recently. Many august institutions dragged their feet until the passage of Title IX codified equal access to higher education. The University of Virginia was the last public university in the United States to admit women; the first class of female undergraduates at Jefferson's University received their diplomas only in 1974. Written by a member of that historic class and rich with vivid details and anecdotes, Here to Stay describes the challenges they faced and the trail they blazed at a university that proudly advertised itself as a school for "Virginia gentlemen." Drawing on a wide array of sources, Gail Burrell Gerry documents how UVA prepared for the women's arrival and explores what their status as trailblazers meant at the time, what it has meant to them since, and their legacy at UVA today. In addition to Gerry's experiences as part of the class of '74, Here to Stay is a compelling account of all the 367 women who found themselves on the front lines of landmark institutional and social change - and the thousands more like them throughout the country - relating how they made their mark on a bastion of tradition and entrenched male privilege.

中国の科挙の歴史
Haifeng, Liu / Bing, Li, History of Chinese Imperial Examination. 984 pp. 2025:1 (Palgrave Macmillan, UK) <739-498>
ISBN 978-981-9791-43-9 hard ¥51,058.- (税込) EUR 219.99

This book is a comprehensive and systematic exposition of the history of the emergence, development, and evolution of Chinese imperial examination system. It gathers the author's insights from over thirty years of research on the history of the imperial examination and can be regarded as a summary work on the study of imperial examination history in China. It follows the historical sequence, taking the development and evolution of the imperial examination as the warp, and the characters, events, activities, and thoughts as the latitude. It not only narrates the history of the imperial examination system, but also pays attention to the actual operation of the imperial examination system. At the same time, it takes into account the historical development of examination thought. And during narration, it focuses on the interaction and interdependence between people and the system, as well as their interactive influence. Therefore, it is both academic and readable.

Van Nieuwenhuyse, Karel / Maiden, John et al. (eds.), Teaching and Learning About Religious Diversity in the Past and Present: Beyond Stereotypes. 229 pp. 2025:2 (Palgrave Macmillan, UK) <739-117>
ISBN 978-3-031-75867-6 hard ¥37,132.- (税込) EUR 159.99

This edited book explores examples of different ways in which societies and individuals have dealt with the concepts of religious diversity, toleration and peace-making in politics and law, and how these examples can inform educators and learners in (in- and non-)formal education today. Chapters introduce and analyse nine key documents: the Capitulations of Granada (1492), the Confederation of Warsaw (1573), the Peace of Westphalia (1648), the Royal Charter of Rhode Island (1663), the Declaration of the Rights of Man and of the Citizen (1789), the European Convention of Human Rights (1950), the Belfast/ Good Friday Agreement (1998), the Ohrid Framework Agreement (2001) and the Mardin Declaration (2010). In addition to explaining how each document manages toleration and peace, the authors also provide 'clippings', short visual and textual excerpts relating to the document under discussion. These aim to challenge thinking about the historical document and its potential significance for the present. The book's contributors consider the past as a source of inspiration for learning in formal and informal educational contexts such as classrooms, museums and youth work. It will be of interest to teachers and scholars in history, citizenship, philosophy, ethics and religious education in schools and beyond.

Kreuter, Nate / Longaker, Mark Garrett, The Battles of Texas: Adjuncts, Composition, and Culture Wars at UT Austin. 212 pp. 2025:1 (Pennsylvania State U. Pr., US) <738-1254>
ISBN 978-0-271-09919-4 hard ¥21,439.- (税込) US$ 99.95 *
ISBN 978-0-271-09920-0 paper ¥5,351.- (税込) US$ 24.95 *

The 1980s were a consequential decade for universities. The marketization of higher education, the adjunctification of labor, and culture wars over curriculum transformed the landscape in a short period of time. The Battles of Texas traces the lived consequences of this upheaval by focusing on one influential institution: the writing program at the University of Texas at Austin.Drawing from university records, newspaper archives, and present-day interviews, Nate Kreuter and Mark Garrett Longaker provide an on-the-ground perspective of the radical creation of UT Austin's writing program and the subsequent events that made national headlines: the mass firing of lecturers in 1985, the national debate over "multicultural" content in the first-year curriculum, and the divorce of the writing program from the English Department in 1992. Despite these pressures, however, the authors also reveal how writing program administrators at UT Austin exerted their own agency to resist economic and political forces in service of their students and adjunct lecturers. By highlighting the parallels between the 1980s and current labor and political pressures in higher education, The Battles of Texas offers a strategic perspective for academics and administrators today. Combining a narrative institutional history with a public digital archive, searchable and arranged in exhibits and in chronological annals, The Battles of Texas provides academics with the resources they need to survive in times of rapid transition.

Searle-Chatterjee, Mary, An Early Venture in Decolonization - British Students at Indian and South Asian Universities. (Routledge Research in Decolonizing Education) 192 pp. 2025:3 (Routledge, UK) <738-1255>
ISBN 978-1-032-82873-2 hard ¥40,832.- (税込) GB￡ 145.00 *

Timely in its contribution to on-going debates on the decolonization of education, this novel volume charts the development of a scheme of postgraduate transnational education that saw British students sent to Indian and South Asian Universities while political decolonization was still ongoing.Representing the first book-length publication focused entirely on the educational effects of this aspect of the Commonwealth Scholarship and Fellowship Scheme, chapters are based on the personal narratives of 40 learners, providing a rich historical, qualitative study which sets the students' experiences in their social and economic context. Demonstrating the changes that took place over time, chapters engage with debates about overt and implicit forms of colonial thinking, as well as discussion concerning cultural and educational decolonization within the academy. Ultimately, this compelling book demonstrates that educational decolonization goes beyond a mere awareness of imperialism and inequalities, instead reaching further towards a genuine, humanist engagement with other cultures.Offering a first-hand account of an early decolonial venture, the book will be invaluable to academics, postgraduate students and scholars interested in decolonizing and international education, as well as in South Asian Studies. Policy makers in international educational contexts may also find the volume useful.

Trumbore, Anne, The Teacher in the Machine: A Human History of Education Technology. 240 pp. 2025:5 (Princeton U. Pr., US) <737-422>
ISBN 978-0-691-19876-7 hard ¥6,424.- (税込) US$ 29.95

The surprising history of education technology and its political, financial, and social impact on higher education and our worldFrom AI tutors who ensure individualized instruction but cannot do math to free online courses from elite universities that were supposed to democratize higher education, claims that technological innovations will transform education often fall short. Yet, as Anne Trumbore shows in The Teacher in the Machine, the promises of today's cutting-edge technologies aren't new. Long before the excitement about the disruptive potential of generative AI-powered tutors and massive open online courses, scholars at Stanford, MIT, and the University of Illinois in the 1960s and 1970s were encouraged by the US government to experiment with computers and artificial intelligence in education. Trumbore argues that the contrast between these two eras of educational technology reveal the changing role of higher education in the United States as it shifted from a public good to a private investment.Writing from a unique insider's perspective and drawing on interviews with key figures, historical research, and case studies, Trumbore traces today's disparate discussions about generative AI, student loan debt, and declining social trust in higher education back to their common origins at a handful of elite universities fifty years ago. Arguing that those early educational experiments have resonance today, Trumbore points the way to a more equitable and collaborative pedagogical future. Her account offers a critical lens on the history of technology in education just as universities and students seek a stronger hand in shaping the future of their institutions.

Busch, David S., Disciplining Democracy: How the Modern American University Transformed Student Activism. (Histories of American Education) 234 pp. 2025:3 (Cornell U. Pr., US) <737-1631>
ISBN 978-1-5017-7996-1 hard ¥8,354.- (税込) US$ 38.95 *

Disciplining Democracy reveals the political consequences for the triumph of "service learning" as the dominant pedagogical model of civic engagement in the modern American university. Volunteer-based civic engagement programs in higher education are popularly understood as curricular opportunities that enable young people to engage as citizens in campus and public life. But, as David S. Busch argues, these civic programs are also emblematic of a new political tradition in American higher education-a culture of "disciplining democracy"-that polices the boundaries of appropriate forms of citizenship both for the student and for the university itself. Looking at seven different universities across two political eras, Busch unearths a common institutional trend: that student activists' demand for "action education" in the 1960s-a demand that many believed would reimagine the political role of the university-was reconstituted as university-sponsored volunteer programs by the 1980s. Disconnected from their political roots and visions, these programs became the source for the promotion of service learning as the primary model of the new civics in American higher education and an integral part of institutional strategies for responding to student activism. Embraced by universities big and small, private and public, the triumph of service learning as the new civics narrowed the political terrain of engaged citizenship and set limits on the modern American university's mission. In excavating the genealogy of the new civics and its institutional legacy, Disciplining Democracy offers a new way to understand the university as a political actor in American life.

Mountz, Alison / Williams, Kira, Let Geography Die: Chasing Derwent's Ghost at Harvard. 232 pp. 2025:6 (MIT Pr., US) <737-1632>
ISBN 978-0-262-55159-5 paper ¥13,942.- (税込) US$ 65.00

Fuller, Steve, To Judge and To Justify: Profiles of the Academic Vocation. (Evaluating Education: Normative Systems and Institutional Practices) 194 pp. 2024:10 (Springer, GW) <736-1320>
ISBN 978-3-031-76016-7 hard ¥30,169.- (税込) EUR 129.99

This book argues that judging and justifying are the two skills that specifically require academic training. In the current times, where the value of a university degree is increasingly questioned, it's important to emphasize the significance of these skills. This volume addresses that universities are not necessarily stressing these skills, preferring instead to focus on the delivery of 'content' and the provision of 'credentials'. Its main focus is on articulating the positive case for the university's focus on judging and explaining as its core 'transferable skills.' It involves examining the historical and philosophical case for this claim, canvassing arguments made - and the example set -- by Plato, Francis Bacon, Immanuel Kant, William Whewell, Ludwig Wittgenstein, Paul Feyerabend, Richard Rorty, John Rawls and Robert Nozick - as well as considering how they might be realized in today's world. This book extends the arguments in Fuller's recent book, Back to the University's Future: The Second Coming of Humboldt (Springer, 2023).

Johnes, Martin, Welsh Not: Elementary Education and the Anglicisation of Nineteenth-Century Wales. 440 pp. 2024:10 (U. Wales Pr., UK) <736-1321>
ISBN 978-1-83772-180-1 paper ¥5,628.- (税込) GB￡ 19.99 *

OPEN ACCESS To read the PDF of Welsh Not: Elementary Education and the Anglicisation of Wales for free, follow the link below Welsh Not: Elementary Education and the Anglicisation of Wales This book is freely available on a Creative Commons licence thanks to the kind sponsorship of the libraries participating in the Jisc Open Access Community Framework OpenUP initiative. The Welsh Not was a wooden token given to children caught speaking Welsh in nineteenth-century schools. It was often accompanied by corporal punishment, and is widely thought to have been responsible for the decline of the Welsh language. Despite having an iconic status in popular understandings of Wales's history, there has never before been a study of where, when and why the Welsh Not was used. This book is an account of the different ways children were punished for speaking Welsh in nineteenth-century schools and the consequences of this for children, communities and the linguistic future of Wales. It shows how the exclusion of Welsh was not only traumatic for pupils but also hindered them in learning English - the very opposite of what it was meant to achieve. Gradually, Welsh came to be used increasingly in Victorian schools, making them more humane places but also more effective mechanisms in the anglicisation of Wales.

Siskin, H. Jay, The History of Language Teaching from The Spanish-American War Until the Sputnik Moment: From Hot to Cold Wars. 297 pp. 2024:12 (Palgrave Macmillan, UK) <736-1322>
ISBN 978-3-031-75055-7 hard ¥30,169.- (税込) EUR 129.99

This book highlights the lively exchanges that shaped foreign-language pedagogy and educational policy during the first fifty years of the twentieth century. It is critically important to revivify our past, particularly in a field where innovation is conceptualized as progress and where knowledge production is a criterion for success. Modern language teaching began its ascendancy shortly before the turn of the twentieth century. In the academy, this impulse was marked by the founding of the Modern Language Association in 1883. Modern languages were increasingly recognized as possessing the mental and humanistic values that had formerly been the sole province of Greek and Latin. The book provides an overview of the historical, political, and social concerns that preoccupied the nation from 1898 and provides a context for analyzing the developments in the teaching of foreign languages over the course of the following century.

Volmering, Nicole / Dunne, Claire / Walsh, J. et al. (eds.), Irish in Outlook: A Hundred Years of Irish Education. (Reimagining Ireland 130) 334 pp. 2024:8 (P. Lang, SZ) <736-1323>
ISBN 978-1-80374-090-4 paper ¥15,072.- (税込) SFR 62.00

This volume marks the 2022 centenary of the first National Programme for Education in the Free State. Central to the outlook of the new educational programme was the position of the Irish language as a marker of Irish national identity and culture. Education was to be the means to revitalise the language and cultural nationalism eroded through years of Anglicisation. This principal aim had far-reaching consequences for the shape of the education system, its educational programme, and for the survival of Irish into the twenty-first century. This collection of essays explores the centrality of the Irish language and the desired in education, touching on key developments within Irish language education, educational policy and the role of Irish in society over the past hundred years.

Gillette, Aaron, Nazis in the New World: German Students in the United States, 1933-1941. 344 pp. 2025:5 (Johns Hopkins U. Pr., US) <735-857>
ISBN 978-1-4214-5077-3 hard ¥11,786.- (税込) US$ 54.95

The incredible story of Nazi German exchange students in the United States during WWII.In the 1930s, international exchange students in the United States celebrated their Christmas breaks in Florida, enthusiastically engaged in college-aged antics, rowdy parties, and the defiance of authorities. In between such mayhem, they admired the beauty of America; quietly discussed their impressions of their host country; and agonized over their future, which would now be reshaped by their study-abroad experiences. These were not typical international college students, however. These students were Nazis.In Nazis in the New World, Aaron Gillette presents vivid narratives and personal accounts to reveal the unknown history of Nazi German exchange students sent to America in the 1930s. After receiving the Gestapo's stamp of approval, they were instructed to use their charm and charisma to promote the Third Reich. Some also served Hitler as covert operatives against the United States. In many cases, the Nazi government came to regret sending its students across the ocean.Gillette argues that Nazism was an abject failure in the United States, that antisemitism was on the decline, that German espionage in America was a disaster for the Reich, and that FDR and J. Edgar Hoover brilliantly manipulated Nazi blunders to propel America into the war against Hitler and empower the FBI. Meanwhile, numerous German exchange students in the United States were transformed from Nazis into fiercely patriotic Americans.

Graham, Nicholas / Moore, Cecelia, UNC A to Z: What Every Tar Heel Needs to Know about the First State University. Rev. & Expanded ed. 328 pp. 2025:4 (U. North Carolina Pr., US) <735-858>
ISBN 978-1-4696-8448-2 hard ¥6,006.- (税込) US$ 28.00

Carlson, Jessamy, Approved Schools for Girls in England, 1933-1973: 'Girls will be Girls'. (Palgrave Studies in the History of Childhood) 293 pp. 2024:8 (Palgrave Macmillan, UK) <734-1370>
ISBN 978-3-031-65107-6 hard ¥30,169.- (税込) EUR 129.99

This book provides a detailed study of approved schools for girls, which operated in England and Wales between 1933-1973. Through original archival research, it traces shifting perceptions of, and policy responses to, girls' delinquency and vulnerability during a period of remarkable social change. It examines the transition of provision for girls and young women 'in trouble' from the large-scale post-Victorian reformatories to the therapeutic Community Homes for Education, and the emergence of a 'diagnostic shift' in the provision of care for children in the juvenile secure estate. Through examining the experiences of younger children, it provides a more nuanced understanding of the role approved schools played for girls in need of care, protection, or control during this period, evidencing the gendered use of care-or-protection orders throughout, and the policing of child and family behaviours under the guises of the Education Act.

Grek, Sotiria / Landahl, Joakim / Lawn, Martin et al., The World as a Laboratory: Torsten Husen and the Rise of Transnational Research in Education 1950s-1990s. (Global Histories of Education) 204 pp. 2024:9 (Palgrave Macmillan, UK) <734-1409>
ISBN 978-3-031-68089-2 hard ¥32,490.- (税込) EUR 139.99

This book covers the construction of international education research community in the 1950s-1990s, and the growth of its 'disembedded' laboratory i.e. networks, spaces, materiality, travelling, translations. The book follows a sociology of science theoretical framework in order to examine the research-archive of the Swedish internationally renowned educational scholar Torsten Husen (1916-2009). The archive reveals the shifting and heterogenous transnational networks that contribute to the development of social science research beyond fixed time and space dimensions, and that extends social science beyond individual ideas, researchers, environments, institutions and universities. These are practices that create, mobilise, sustain and challenge relations between actors in innovations, knowledge creation and various social activities. In other words, the archive represents the socio-material manifestation not only of the intellectual trajectory of a key education actor but the growing organisation of a whole scientific field at the time.

O'Doherty, Teresa / O'Connor, Liam / O'Donoghue, Tom, P. W. Joyce and the Educational Shaping of the Emerging Irish Nation, 1827-1914. (Historical Studies in Education) 274 pp. 2024:9 (Palgrave Macmillan, UK) <734-1410>
ISBN 978-3-031-67375-7 hard ¥34,811.- (税込) EUR 149.99

This book provides an exposition on the professional and cultural life of Patrick Weston Joyce (1827-1914), more popularly known as P. W. Joyce, who lived and worked during the final phase of British rule in Ireland. The focus throughout is very much on how family, locale, and schooling influenced this significant Irish patriot, polymath, and pioneering pedagogue who worked across a range of disciplines, including education, language, history, and music. Moreover, attention is paid to how his achievements were possible only because of the variety of leading roles he played in the development of the Irish National School System between 1845 and 1893. Thus positioned, Joyce was in many ways a significant choreographer of a slow revolution in which education, in both formal and informal settings, was used to educate the Irish people regarding their cultural heritage.

Powell, Edwin Patrick, Elementary Education in English Periodicals, 1833-1880: Educational Turning Points. 220 pp. 2024:10 (Palgrave Macmillan, UK) <734-1411>
ISBN 978-3-031-70013-2 hard ¥27,848.- (税込) EUR 119.99

The nature and purpose of elementary education featured prominently in English periodicals throughout the nineteenth century. This book's central argument is that the periodical press provided a unique cultural space for literary and intellectual contributions to sustained debates about education. Furthermore, political, economic, social, religious, literary, and cultural developments converged with pivotal educational turning points featured in periodicals that affirmed the creative force of education. However, relatively little scholarly attention has been given to periodicals as a medium for exploring the tension between competing educational ideas and practices in Victorian England. This book therefore reassesses elementary education through the new literary perspectives of periodical culture.

Raftery, Deirdre / Spencer, Stephanie (eds.), Intersectionality, Transnationalism, and the History of Education: Networks, Time, and Place. (Global Histories of Education) 305 pp. 2024:12 (Palgrave Macmillan, UK) <734-1412>
ISBN 978-3-031-70629-5 hard ¥37,132.- (税込) EUR 159.99

This volume brings together a diverse range of contributors to explore the significance of intersectionality and transnationalism, with reference to the history of education. The chapters cover a range of educational spaces and places and demonstrate the possibilities that theoretical approaches can offer to scholars at all levels of their academic career. The chapters focus specifically on women's activism in order to maintain a coherent framework of research that is brought together in an introduction and concluding thoughts. The significance of gender as relational and a symbol of power ensures that men and masculinities are not overlooked but recognized as integral to understanding gender dynamics as they affected women's education and the ways in which that education took place.

Cleophas, Francois Johannes, Physical Education and Physical Culture in South Africa, 1837-1966. (Palgrave Studies in Sport and Politics) 340 pp. 2024:12 (Palgrave Macmillan, UK) <734-1128>
ISBN 978-3-031-66726-8 hard ¥30,169.- (税込) EUR 129.99

The interconnectedness between sport and colonialism has long been a matter of interest to sport historians. Consequently, a large number of scholarly works exist on physical education and physical culture history, but there is no significant work on this within a South African context, both nationally and at community level. This book therefore provides the first historical account of physical education and physical culture in Cape Town, South Africa and its surrounding areas in the Western Cape.

Roos, Merethe / Westberg, Johannes / Edgren, Henrik (eds.), Secular Schooling in the Long Twentieth Century?: Christianity and Education in Norway, Sweden, and the Netherlands. (Studies in the History of Education and Culture 5) 290 pp. 2024:10 (de Gruyter Oldenbourg, GW) <733-192>
ISBN 978-3-11-108243-1 hard ¥23,197.- (税込) EUR 99.95 *

The twentieth-century process of secularization does not mean that institutional church and Christian ideas were irrelevant for twentieth-century societal projects ? such as the introduction of democracy, the improvement of school and education, the framing of national identities ? or in the establishment of welfare-states. On the contrary, this publication is built on the presupposition that secularization runs parallell with the sacralization of the state. It can be argued that Christianity has been decisive for how the modern European society evolved in the twentieth century, e.g. concerning how Christian history and Christian values were a part of the new national and social imaginary where re-enchantment and re-sacralization of the state were central elements. In this publication, the aim is to highlight the role of Christianity in the twentieth- and twentyfirst-century welfare-state modernization process with the focus on schooling and education. A central perspective is the impact of cultural Protestantism during the twentieth century. The publication is comparative and will investigate education in Norway, Sweden, and the Netherlands via chapters on curriculums, textbooks, politicians, and political debates.