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

Epstein, Edward M., Race, Real Estate and Education: Inventing Gentrification in Philadelphia, 1960-2020. (Urban Life, Landscape and Policy) 218 pp. 2025:9 (Temple U. Pr., US) <754-928>
ISBN 978-1-4399-2631-4 hard ¥22,184.- (税込) US$ 104.50
ISBN 978-1-4399-2632-1 paper ¥6,994.- (税込) US$ 32.95

Forthcoming Fall 2025

Luzzi, Joseph, The Innocents of Florence: The Renaissance Discovery of Childhood. 256 pp. 2025:11 (Norton, US) <754-276>
ISBN 978-1-324-06578-4 hard ¥6,366.- (税込) US$ 29.99

Among the wonders of the Italian Renaissance was Florence's Hospital of the Innocents, Europe's first orphanage. In an era when children were often trafficked or left to die or roam the streets, an orphanage devoted to their care and protection was a striking innovation. A symbol of Florence's cultural and architectural brilliance, designed by Filippo Brunelleschi, the institution known as the Innocenti became a haven for more than 400,000 children across five centuries. With deep knowledge of the literary and artistic environment in which this new understanding of childhood flowered, Joseph Luzzi explores how the Innocenti taught children mercantile skills, rudimentary literature and, for a few, the arts. He does not shy away from addressing the flaws in the institution's pursuit of its high-minded mission but gives readers the first comprehensive "biography" of a ground-breaking humanitarian institute.

S.トムリンソン著　帝国から多人種のイギリスまでの教育と人種　第2版
Tomlinson, Sally, Education and Race from Empire to Multiracial Britain. 2nd ed. 224 pp. 2026:1 (Policy Pr., UK) <754-1092>
ISBN 978-1-4473-7829-7 hard ¥24,590.- (税込) GB￡ 85.00
ISBN 978-1-4473-7830-3 paper ¥8,097.- (税込) GB￡ 27.99

Britain's national identity continues to be shaped by its imperial past and its journey towards accepting a truly multiracial, multicultural and multifaith future. In the wake of Brexit, the COVID-19 pandemic and intense political and cultural upheaval, questions of race, education and belonging persist in their urgency. This new edition of the seminal text explores Britain's shifting identity from empire to a modern nation. It examines race, politics, education and national identity in a time of turbulent change. With fresh insights on the pandemic, leadership crises and culture wars, it critically assesses Britain's evolving place in the world. Including developments from 2019 onwards, this updated edition offers vital new chapters on the era from Johnson to Starmer, Black Lives Matter, the Sewell Report and the changing face of educational policy under successive ministers. It provides a sharp, comprehensive and timely analysis of how race and education intersect with Britain's ongoing search for identity.

Isensee, Fanny, The Graded School: Reassembling Public School Organization in New York City, 1805-1921. 233 pp. 2025:9 (Palgrave Macmillan, UK) <754-1136>
ISBN 978-3-031-99461-6 hard ¥37,121.- (税込) EUR 149.99

This book examines the historical development of age-graded classrooms, a defining feature of modern public education that became embedded in the "grammar of schooling"-the fundamental organizational structures that shape how schools operate. Focusing on the implementation of gradation in New York City, the study traces the transformation of an urban school system from the nineteenth to the early twentieth century. Using actor-network theory as its analytical framework, the book explores how gradation emerged through complex assemblies of human and non-human actors along with the practical challenges of implementing graded systems, the educational concepts that supported these changes, and the administrative innovations required to manage increasingly complex school systems. Drawing on extensive archival research, this work illuminates how the age-graded classroom became a foundational element of US-American public education in rapidly growing urban centers.

Palmadessa, Allison L., National Failures and the Condemnation of US Higher Education: Points of Crisis from 1958 to 2024. 187 pp. 2025:9 (Palgrave Macmillan, UK) <754-1138>
ISBN 978-3-031-98059-6 hard ¥37,121.- (税込) EUR 149.99

Since the first American colonial colleges, higher education has served the nation as an arbiter of knowledge, conduit of democratic idealism, and producer of leaders, workers, and innovation. As the nation changed alongside world events and technological advancement, postsecondary institutions supported growth, met demands from the public and private sectors as well as states and the federal government, heeding a call to perpetuate the US's position among nations as the undisputed world leader. This was most evident in the immediate post World War II era, with roots established much earlier. Each chapter in this work focuses on a moment of crisis in American history that involves the relationship of higher education to national goals. This work aims to fill a gap in the history of higher education and further our understanding of how an institution so appreciated in times of greatness can be rebranded by critics as negligent and harmful to national goals.

Voronina, Tatiana, Collective Farmers, Master Science: Youth, Education, and Inequality in the Russian Countryside, 1960s-1970s. Tr. by M. Zimmerbaum. 277 pp. 2025:10 (U. Toronto Pr., CN) <754-1140>
ISBN 978-1-4875-5038-7 hard ¥23,353.- (税込) US$ 110.00

Soviet authorities had long aimed to create a classless society and eliminate the differences between the city and the countryside. Collective Farmers, Master Science! describes the Russian peasantry's transformation and ultimate extinction through the young people who became immersed in a new Soviet education system. In the process, they adopted the attitudes of Soviet modernity and abandoned the long-standing social patterns of their class. Memory studies and Soviet sociocultural scholar Tatiana Voronina argues that inequality was created by Soviet educational institutions. This book describes how Soviet modernity was conceptualized and implemented by focusing on the work of the rural Komsomol, rural schools, and an agricultural university. The book is written as a micro-history of three distinct rural communities in the Vologda region. It is based on rich archival material from central and regional archives of Russia and oral history interviews with former members of the region's rural youth. Collective Farmers, Master Science! illuminates the intricacy and diversity of the Soviet modernization processes that took place in the Russian provinces during the 1960s and 1970s.

法学におけるリヨンの重要人物－リヨン大学法学部150周年記念
Untermaier-Kerleo, Elise / Fillon, Catherine (dir.), Grandes figures lyonnaises du droit: 150e anniversaire de la faculte de droit de Lyon. 518 p. 2025:6 (LexisNexis, FR) <753-774>
ISBN 978-2-7110-4221-0 hard ¥9,652.- (税込) EUR 39.00

Lyu, Yuhua, The Classical Academy: Higher Education in Ancient China. (Key Concepts in Chinese Thought and Culture) 179 pp. 2025:9 (Palgrave Macmillan, UK) <753-1911>
ISBN 978-981-9672-56-1 hard ¥32,171.- (税込) EUR 129.99

This book is one of the first to give a systematic account of shuyuan in English. Shuyuan (Classical Academies), as a type of higher education institution in ancient China, were closely related to the philosophical thoughts, social atmosphere, and humanistic cultivation in those times when they were prevalent, thus proving to be a worthy subject of study. This book collects and sorts out relevant historical materials, so as to explore the social environment where shuyuan were established, introduces a group of ancient scholars with strong personalities, reexamine their cultural heritage, and builds a bridge connecting modern and ancient thoughts.

Norlin, Bjoern, The Swedish Missionary Society and Sami Schooling, c. 1835-1920. (Cambridge Imperial and Post-Colonial Studies) 182 pp. 2025:9 (Palgrave Macmillan, UK) <753-1912>
ISBN 978-3-031-96306-3 hard ¥12,371.- (税込) EUR 49.99

This open access book offers a thorough examination of the most important ac-tor in schooling children from the Indigenous Sami during the nineteenth century, namely the Swedish Missionary Society (SMS). In the late 1830s, the SMS created its first schools for Sami children and youth in small rural villages in the northern inlands of Sweden. The missionary schools enrolled several thousand children in the approximately eighty-year-period they operated, for many decades being the predominant school for the Sami. The impulse behind the creation of the SMS came from evangelical move-ments such as British Methodism, which helped to initiate the Stock-holm-based society in 1835, and aided the startup of a school in the Swed-ish colony of Saint-Barthelemy in the West Indies. The society was supported by private donations, as well as financial aid and supervision from the Swedish Evangelical-Lutheran state church. It kept in operation between five to ten schools and or-phanages until the so-called 'nomadic school' reform in 1913, when the mission-ary schools were either shut down, modified to become Swedish primary schools, or subsumed under the new and expanding state-governed nomadic school sys-tem. By examining school practice aimed at Sami pupils in Sweden, this book provides valuable insights into the overall organisation and curriculum of the mis-sionary schools, their ideological driving forces, and their relation to global devel-opments and the ongoing formation of the Swedish primary school sys-tem. Such knowledge helps deepen our understanding of the long-term organisation of Sami education in Sweden, and more broadly within the Nordic countries. Through its analysis, this book seeks to develop the history of missionary educa-tion, as well as research into settler colonial and Indigenous schooling.

15世紀コンスタンティノープルにおける高等教育
Petrou, Elias, Higher Education in Constantinople in the Fifteenth Century. (Routledge Research in Byzantine Studies) 400 pp. 2025:11 (Routledge, UK) <753-1913>
ISBN 978-1-032-76013-1 hard ¥41,948.- (税込) GB￡ 145.00

Higher Education in Byzantine Constantinople in the Fifteenth Century explores the intellectual life and educational institutions of 15th-century Constantinople, a period often overlooked in the history of Byzantine scholarship. While the twilight of the empire is frequently associated with decline, this book demonstrates that it was, in fact, a time of vibrant intellectual activity, laying crucial groundwork for the Renaissance in the West.Drawing on a wide array of primary sources-including manuscripts, codices, letters, and treatises-this book reconstructs the networks of teachers and students, the transmission of Classical Greek texts, and the methods of instruction that defined higher education in late Byzantium. It presents the cultural landscape of the final Byzantine century as a dynamic space of learning where Classical heritage was not merely preserved but reinterpreted and reactivated in a world on the brink of transformation.This volume will appeal to scholars of Byzantine, Medieval, and Classical Studies, as well as historians of education and intellectual history. Its interdisciplinary approach offers fresh insights to paleographers, codicologists, and special collections professionals, while its broader narrative speaks to anyone interested in the pivotal cultural exchanges between East and West that helped shape modern Europe. This is the first comprehensive account of Byzantine higher education during this era, illuminating a missing link in the story of the Renaissance and the survival of Hellenic knowledge.

言語学習・教授の歴史における女性－欧州他の実践の隠れたパイオニア　1400～2000年
Doff, Sabine / Iamartino, Giovanni / Mairs, Rachel (eds.), Women in the History of Language Learning and Teaching: Hidden Pioneers of Practice from Europe and Beyond (1400-2000). (Languages and Culture in History) 318 pp. 2025:7 (Amsterdam U. Pr., NE) <752-1126>
ISBN 978-90-485-5833-9 hard ¥37,030.- (税込) GB￡ 128.00

This volume addresses the historical neglect of women's contributions to language learning and teaching. While the historiography of language education has often focused on male-dominated frameworks, overlooking the pivotal roles women have played, the case studies in this book highlight female pioneers in language education across various cultural and linguistic traditions, from the Middle Ages to the twentieth century. Covering a wide range of languages - including Greek, Arabic, French, and English - and exploring the gendered dimensions of language education, where social class and gender influence both the languages taught and the methods employed, the book reveals women's agency in shaping language education - and the systematic undervaluing of their contributions. In doing so, it calls for a broader, more inclusive historiography that recognises women's significant impact on the field, often in non-institutional and domestic contexts, and a reconsideration of the history of language education to acknowledge the contributions of women globally.

Gregg, Tim, Advancing Excellence: The History of Texas A&M University's Hagler Institute for Advanced Study. 277 pp. 2026:1 (Texas A&M U. Pr., US) <752-1170>
ISBN 978-1-64843-377-1 hard ¥8,492.- (税込) US$ 40.00

From its post-Civil War beginnings as a land-grant institution, Texas A&M has become a place where great minds are cultivated, nurtured, and given free rein. It is in that spirit that a center was established on campus to enhance excellence through the exchange of ideas and collaboration with the world's finest scholars, researchers, and industry leaders. That goal, cultivated in large part by the university's Vision 2020 aspirational plan launched in 1997, eventually took shape as the Texas A&M University Hagler Institute for Advanced Study. Building on this enhanced base to continue the momentum toward Vision 2020's first imperative of "elevating the faculty and their teaching, research, and scholarship," the Hagler Institute brings outstanding senior scholars to the Texas A&M campus on a temporary basis. The institute thus enhances research productivity among the faculty and enriches the educational experience for students. These top visiting scholars contribute new research ideas, engage in collaborative research, provide mentoring for younger faculty, and contribute to the development of inspired graduate students. Providing a catalyst for high-quality, innovative research across the multiple disciplines represented in the university, the Hagler Institute continues to enhance the intellectual climate of the university in multiple ways. By affording faculty and students the perspectives of Nobel laureates and winners of various awards from national academies, the Hagler Institute continues to reflect the vision of its founding director, John Junkins, enhancing the academic reputation and innovative leadership of Texas A&M University.

Gronbaek Pors, Justine, Inherited Time: A Hauntological History of Work in Educational Vocations. (Feminist Perspectives on Work and Organization) 176 pp. 2025:10 (Bristol U. Pr., UK) <752-1171>
ISBN 978-1-5292-3374-2 hard ¥23,144.- (税込) GB￡ 80.00

This book offers a fresh perspective on work showing how past events, ideas, practices and values haunt organizations. In a contemporary context where organizations are ever more obsessed with growth and transformation, the book discovers a politics of time at the heart of questions about power and ethics. It develops a non-linear approach to the history of education showing what it means to inherit from previous generations and how encounters with ghosts can open possibilities of other, alternative futures. For academics and students across management, education, and sociology, the book is a crucial resource for understanding contemporary organizations. It invites you to find new ways to care for the future of work.

Levander, Caroline Field, Invent Ed: How an American Tradition of Innovation Can Transform College Today. 352 pp. 2025:12 (MIT Pr., US) <752-1172>
ISBN 978-0-262-55251-6 paper ¥5,307.- (税込) US$ 25.00

マギル大学の歴史
Lewis, Brian / Nerbas, Don / Shaw, Melissa N. (eds.), McGill in History. 336 pp. 2025:10 (McGill-Queen's U. Pr., CN) <752-1173>
ISBN 978-0-228-02592-4 hard ¥8,056.- (税込) US$ 37.95

In 2021, McGill University celebrated its bicentennial anniversary, reflecting on contributions to research, education, and other successes. The university's founding within the context of nineteenth-century Atlantic capitalism requires that a deeper account engage with the more complex and difficult elements of its history.McGill in History brings together diverse historiographies and perspectives to critically examine how McGill has been implicated in power structures and is the product of conflicting ideologies. James McGill, the university's namesake, owned and profited from the sale of enslaved Black and Indigenous people, a legacy highlighted by the removal of his statue and ongoing debates over the racially charged Redman name used by the men's sports teams. Imperialism, settler colonialism, slavery, sexism, and homophobia are elements of McGill's story that must be fully integrated into a broader understanding of the university's institutional history. Challenging siloed narratives with new research, the contributors to this volume emphasize the important task of scholars to scrutinize and confront history that is unflattering and to rethink their institution's own story - a reckoning happening across many institutions of higher education around the world.McGill in History broadens the historical frame of critical university studies, showing how the university can serve as a model for understanding power in modern society.

Pind, Jackson, Students by Day: Colonialism and Resistance at the Curve Lake Indian Day School. (McGill-Queen's Indigenous and Northern Studies) 256 pp. 2025:10 (McGill-Queen's U. Pr., CN) <752-1174>
ISBN 978-0-228-02604-4 hard ¥6,358.- (税込) US$ 29.95

The atrocities of the residential school system in Canada are amply documented. Less well-known is the history of day schools, which some two hundred thousand Indigenous youth attended.The Curve Lake Indian Day School operated for over ninety years, from 1899 to 1978. Implementing Indigenous community research practices, Jackson Pind, alongside the Chief and Council of Curve Lake First Nation, conducted a search of the federal archive on operations at the school. Students by Day presents the findings, revealing that the government failed in its fiduciary duty to protect students. Harmful and discriminatory policies forced children to abandon their language and culture and left them subject to many types of abuse. To supplement this documentation, Pind also interviewed survivors of the school, who shared their often difficult testimony. He situates Curve Lake's development and operations within the wider context of Canadian assimilation policies, noting the lasting impacts on Anishinaabe identity and culture.Not only recovering the archive, written and oral, but building on files repatriated to the community, Students by Day is a story of Indigenous resilience, activism, and hope in the face of educational injustice.

Skogen, Larry C., To Educate American Indians: Selected Writings from the National Educational Association's Department of Indian Education, 1905-1909. (Indigenous Education) 277 pp. 2025:11 (U. Nebraska Pr., US) <752-1176>
ISBN 978-1-4962-4045-3 hard ¥15,922.- (税込) US$ 75.00

From 1900 to 1909, Indian school educators gathered at annual meetings of the National Educational Association's Department of Indian Education. The papers they delivered were later published in the Journal of Proceedings and Addresses of the National Educational Association, but strict guidelines often meant they were heavily edited before publication. In this second volume of Department of Indian Education papers, Larry C. Skogen presents selected complete papers from the years 1905 to 1909 and provides historical context. During this period educators promoted the belief that Natives could never be fully integrated into white society and argued instead for vocational and practical education near or on reservations, a clear break from earlier years, when prominent Indian school administrators advocated education far removed from Native communities. Indian school educators at these annual meetings also shared their methods with other educational thinkers and practitioners, who were seeking alternative pedagogies as new immigrants arrived in U.S. cities and challenges arose from new island territories. These selected writings reveal how the NEA influenced Indian school educators and how those educators, in turn, affected mainstream educational thinking.

アメリカの教育の歴史　第7版
Urban, Wayne J. / Gaither, Milton, American Education: A History. 7th ed. 400 pp. 2025:10 (Routledge, UK) <752-1177>
ISBN 978-1-032-99109-2 hard ¥50,627.- (税込) GB￡ 175.00
ISBN 978-1-032-99108-5 paper ¥17,354.- (税込) GB￡ 59.99

American Education: A History, Seventh Edition is a comprehensive, highly regarded history of American education from precolonial times to the present.Chronologically organized, the new edition provides an objective overview of each major period in the development of American education, setting the discussion against the broader background of national and world events. In addition to its in-depth exploration of Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women. Features for the seventh edition include:Every chapter extensively revised to incorporate the most recent historical scholarship, to increase readability, and to make the content relevant for today's educators.Chapter overviews and end-of-chapter reflection questions to aid comprehension and discussion;Updated and expanded coverage of Native American education, the role of women progressives in schools, rural schooling, public education, minority populations, and much more.Brand new topics, such as education policy under Trump and Biden, the impact of the COVID-19 pandemic on schools, student mental health, critical race theory, culturally responsive education, and textbook censorship.This much-anticipated seventh edition is essential reading for undergraduate and graduate History of Education courses.

Seligman, Scott D., The Great Christmas Boycott of 1906: Antisemitism and the Battle Over Christianity in the Public Schools. 277 pp. 2025:11 (Potomac Books, US) <752-119>
ISBN 978-1-64012-654-1 hard ¥7,419.- (税込) US$ 34.95

Today's battles over Christianity in U.S. public schools have deep roots. In the nineteenth century it was an intramural struggle between Protestants and later-arriving Catholics. But at Christmastime in 1905, when Frank Harding, the Presbyterian principal of a Brooklyn elementary school, urged his Jewish students to be more like Jesus, the Jewish community entered the fray in a big way. It was just the trigger Orthodox Jewish activist Albert Lucas had been waiting for. Fresh from battling Christian settlement houses intent on converting Jewish children, Lucas accused the public schools of illegal proselytizing and called for Harding's ouster. After the Board of Education let Harding off in 1906 with a slap on the wrist and declined to clarify the rules governing religion in schools, New York's Jews staged a boycott of school Christmas pageants in protest. The board's concession to exclude sectarian hymns and religious compositions generated enormous antisemitic public backlash. Jews were accused of waging war on Christmas and of being less than true Americans.The Great Christmas Boycott of 1906 traces the Christmas celebration dispute to the present day and describes how Jewish organizations of the twenty-first century, persuaded that politics are unlikely ever to permit a victory, seem to have reconciled themselves to the status quo and moved on to other, more winnable issues.

若林晴子他編　ラトガース大学が日本と出会う－19世紀末のトランスパシフィックなネットワーク
Wakabayashi, Haruko / Perrone, Fernanda (eds.), Rutgers Meets Japan: A Trans-Pacific Network of the Late Nineteenth Century. (CERES: Rutgers Studies in History) 314 pp. 2026:1 (Rutgers U. Pr., US) <751-802>
ISBN 978-1-9788-3911-3 hard ¥27,599.- (税込) US$ 130.00
ISBN 978-1-9788-3910-6 paper ¥9,553.- (税込) US$ 45.00

In 1867 Kusakabe Taro, a young samurai from Fukui, Japan, began studying at Rutgers as its first foreign student. Three years later, in 1870, his former tutor, friend, and Rutgers graduate, William Elliot Griffis, left for Japan to teach English and Science for three and a half years. The year 2020 marked the 150th anniversary of two landmark events in the history of the Rutgers-Japan relationship: the untimely death of Kusakabe only weeks before his graduation, and his friend Griffis' departure to Japan. Griffis and Kusakabe were only a small piece of a vast transnational network of leading modernizers of Japan in the 1860s and 70s. The Japanese students in New Brunswick were young and innovative men of samurai and aristocratic lineage, who were sent by reform-minded leaders of Japan, which was undergoing a dramatic transformation. They came to New Brunswick seeking Western knowledge that was much needed for the modernization of a newly forming nation. New Brunswick became the hub of a network of Japanese nationals that extended to the major cities of New York, Philadelphia, and Boston, and from there to the smaller towns of New England. Once in New Brunswick, these Japanese students were embraced by Protestant ministers, educators, and missionaries-both men and women-whose network encompassed Rutgers College and the neighboring New Brunswick Theological Seminary, and which stretched to Dutch Reformed parishes throughout the Eastern seaboard, and westward as far as the Dutch enclave of Holland, Michigan. Meanwhile, the American teachers and missionaries who left for Japan became part of a network of reformist leaders and Japanese returnees that extended to schools, colleges, and missions in Japan, and formed the foundations of Japan's modern educational system. Through contributions from scholars and archivists in the U.S., Canada, and Japan, Rutgers Meets Japan aims to reconstruct the early Rutgers-Japan connections and examine the role and impact of this transnational network on Japan and the U.S. in the late nineteenth century.

Phillips, Susan E., Learning to Talk Shop: Mercantile Mischief and Popular Pedagogy in Premodern England. (Raceb4race: Critical Race Studies of the Premodern) 344 pp. 2025:9 (U. Pennsylvania Pr., US)
ISBN 978-1-5128-2697-5 hard ¥13,799.- (税込) US$ 65.00

A new account of premodern education that offered non-elite readers lessons in navigating the premodern marketplace Learning to Talk Shop explores the phrasebooks and guides to conversations that flooded the marketplace in the fifteenth and sixteenth centuries, making a virtual classroom available to an audience who could not afford or did not have access to formal education. Privileging market share and mercantile savvy over moral instruction and linguistic mastery, these mischievous little books offered readers lessons in the pragmatic, and murky, ethics of the premodern marketplace, teaching them bargaining tactics, insults, pick up lines, and strategies for welching on debts. Revealing what happens when language learning itself undergoes a translation out of the classroom, into the marketplace and further down the social ladder, Susan E. Phillips offers a new account of premodern education, not through erudite tombs and schoolmaster sovereigns, but through these practical books that enabled non-elite readers to thrive in an environment not particularly conducive to their success. Phillips asks what we learn and whom we can see when we look at premodern education from this humbler, more mischievous perspective, telling the tales of resourceful chambermaids, savvy black stableboys, and arithmetically adept barmaids as well as the story of a schoolgirl who compiled a textbook of her own and the narrative of a black schoolmaster teaching in Shakespeare's London. In these stories, Phillips finds the liberatory potential in a discourse that has previously been read as upholding traditional social hierarchies in the premodern period. If we expand our archive beyond the Latin textbooks of the grammar school classroom to include these bestselling bi- and multilingual vernacular textbooks, Phillips contends, we can see a radically different set of possibilities-a premodern pedagogy that is more expansive, more flexible, and more inclusive.

David, Hanna, Erika Landau's Contribution to the History of Gifted Education: Family Characteristics of Gifted Children. 202 pp. 2025:6 (Springer, GW) <751-1139>
ISBN 978-3-031-91700-4 hard ¥32,171.- (税込) EUR 129.99

This book describes some of the most critical issues in gifted education, i.e., gender inequity concerning giftedness examinations and the boys/girls ratio. The book also discusses the background of the gifted child's family, including their parents' education and number of their siblings. The book's findings are based on quantitative studies concerning 5-15-year-old gifted children participating at the Erika Landau Institute for Gifted and Creative Children and Youths in Tel Aviv, Israel, from 1968 until 2003. It discusses aspects such as the advantages of affirmative action standards in gifted education because girls who score lower than boys on the admission test to a gifted program usually have better social skills, persistence, and fine motor skills and, thus, integrate successfully in a gifted group with boys of higher intelligence. The book's second part addresses Landau's academic work in multiple languages and offers a critique that helps educators and mental health experts build gifted programs.

東西両ドイツの歴史教育におけるグローバル　1949～90年
Garreton, Nicole, Das Globale im Geschichtsunterricht der beiden deutschen Staaten (1949-1990). (Forum historische Forschung: Didaktik) 300 S. 2025:12 (Kohlhammer, GW) <751-1140>
ISBN 978-3-17-046627-2 paper ¥16,087.- (税込) EUR 65.00

Nach dem Zweiten Weltkrieg entwickelte sich der Geschichtsunterricht in beiden deutschen Staaten sehr unterschiedlich. Die politische Agenda bestimmte sowohl in der BRD als auch der DDR, wie ueber die Vergangenheit gedacht wurde und welche Konzepte in den Schulen vermittelt wurden. Dabei versuchte man beiderseits des Eisernen Vorhangs, sich von der Zeit des Nationalsozialismus zu distanzieren und eine neue Position in der internationalen Staatengemeinschaft zu finden. Nicole Garreton untersucht Diskussions- und Grundsatzbeitraege zu Fragen des historischen Lernens, die sich zwischen 1949 und 1990 in beiden deutschen Staaten in Fachzeitschriften zum Geschichtsunterricht niederschlugen. Durch die Analyse unterschiedlicher Auspraegungen globalen Denkens im je historischen Kontext kann sie sowohl Kontinuitaeten als auch einen Wandel ausmachen. So wird die gesellschaftliche Funktion dieser globalen Bezugnahmen im Rahmen der Neuverortung der beiden deutschen Staaten innerhalb der internationalen Gemeinschaft in den Blick genommen.

Gorzanelli, Michelle / Knijnik, Jorge, A Critical History of Health, Sport, and Physical Education: The Three-legged Curriculum in Australia. 232 pp. 2025:8 (Springer, GW) <751-1141>
ISBN 978-981-9662-62-3 hard ¥34,646.- (税込) EUR 139.99

This book fills a gap in literature by generating a combined history of Physical Education (PE), School Sport (SS) and Health Education (HE) in New South Wales (NSW) public schools from 1880 to 2024. It includes broad discussions on how political issues such as the World Wars influenced (i) the PE curriculum, which was used as a medium to prepare a 'fit' army, (ii) the school sport system, which acted as an expression of national strength via showcasing sporting prowess on the international stages of the Olympic Games, and (iii) the health education curriculum, which addressed infectious diseases resulting from poor hygiene associated with poverty. The book also adopts a socio-cultural perspective to the constructs of PE, SS, and HE curricula and highlights significant local, national, and international historical events and issues as factors driving curriculum developments and paradigm shifts in these subjects in the NSW public education and beyond. It brings new and engendering socio-historical findings to the discipline fields of PE, SS, and HE, combined with an innovative methodology in critical historiographical studies.

Ogren, Christine A., Summers Off?: A History of U.S. Teachers' Other Three Months. (New Directions in the History of Education) 282 pp. 2025:10 (Rutgers U. Pr., US) <751-1142>
ISBN 978-1-9788-3175-9 hard ¥31,845.- (税込) US$ 150.00
ISBN 978-1-9788-3174-2 paper ¥9,117.- (税込) US$ 42.95

Since the nine-month school year became common in the United States during the 1880s, schoolteachers have never really had summers off. Administrators instructed them to rest, as well as to study and travel, in the interest of creating a compliant workforce. Teachers, however, adapted administrators' directives to pursue their own version of professionalization and to ensure their financial well-being. Summers Off explores teachers' summer experiences between the 1880s and 1930s in institutes and association meetings; sessions at teachers colleges, Black colleges, and prestigious universities; work for wages or their family; tourism in the U.S. and Europe; and activities intended to be restful. This heretofore untold history reveals how teachers utilized the geographical and psychological distance from the classroom that summer provided, to enhance not only their teaching skills but also their professional and intellectual independence, their membership in the middle class, and, in the cases of women and Black teachers, their defiance of gender and race hierarchies.

Bunch, Marlee S., Unlearning the Hush: Oral Histories of Black Female Educators in Mississippi in the Civil Rights Era. (Transformations: Womanist Studies) 168 pp. 2025:10 (U. Illinois Pr., US) <751-1051>
ISBN 978-0-252-04676-6 hard ¥23,353.- (税込) US$ 110.00
ISBN 978-0-252-08887-2 paper ¥5,296.- (税込) US$ 24.95

Listening to Black women share their life experiences as educators Despite significant challenges and historical opposition, Black female teachers stood at the forefront of advocating for and providing education to Black students. Their dedication not only improved opportunities for Black communities but also influenced changes in U.S. laws and societal expectations. Marlee S. Bunch draws on oral histories to illuminate the interior lives of Black female educators who taught before and after desegregation in Hattiesburg, Mississippi. In their own voices, these women detail the hurdles they faced guiding students through Jim Crow laws and Civil Rights-era desegregation. Bunch unearths the personal stories of teaching and activism during a historic time that included the Brown v. Board of Education decision and whites' massive resistance to desegregation. The educators highlight the significance of the Black community and the role of Black homes in fostering student success and community cohesion. In addition, Bunch looks at the legacies of Black educators and the work still to be done. Visual artwork and poetry complement the text. Inspiring and immersive, Unlearning the Hush blends personal memory with Civil Rights history to document the pivotal role Black women played in education during a transformative and charged period in American history.

Whitehead, Kay, Aboriginal and Torres Strait Islander School Teachers and Australian Settler Colonialism: A History. (Routledge Studies in Educational History and Development in Asia) 240 pp. 2025:9 (Routledge, UK) <750-893>
ISBN 978-1-032-44105-4 hard ¥41,948.- (税込) GB￡ 145.00

This book addresses the gap in our historical knowledge about the roles Aboriginal and Torres Strait Islander teachers have played in Australia's history of school education. To date, there are few references to schooling in histories of Indigenous Australians, and Australian histories of Indigenous education and teacher education omit Indigenous teachers until systemic initiatives were introduced to recruit and qualify them in the 1970s. This book reinstates and honours Aboriginal and Torres Strait Islander people who worked as school teachers from invasion to contemporary state school systems.The book is structured chronologically to explore Aboriginal and Torres Strait Islander teachers lives and work in relation to settler colonial policies of segregation and protection, assimilation and self-determination; and education policy and practice. The chapters span the late nineteenth century to contemporary times and show the systemic challenges Indigenous people faced in becoming qualified teachers and joining the profession. Stories of Aboriginal and Torres Strait Islander teachers from different geographic regions, communities and historical periods foreground their agency including their political activism and take account of localised cultural and education contexts.This insightful book is recommended for upper-level undergraduates and academics in Indigenous education, history of education, teacher education and teachers work. It will also appeal to readers with a general interest in Australian Indigenous history.

ヴァージニア大学での法曹教育－伝統と変容
Cashwell, Meggan F. / Flaherty, Randall N. / Moulds, L. S., Legal Education at the University of Virginia: Tradition and Transformation. 384 pp. 2025:12 (U. Virginia Pr., US) <750-390>
ISBN 978-0-8139-5379-3 hard ¥7,430.- (税込) US$ 35.00

Tracing the material and intellectual development of one of the nation's leading law schools Over two centuries, UVA Law evolved from a regional, segregated law school into a nationally recognized leader in legal education. As this collection highlights, its changing curriculum - always in conversation with broader historical, cultural, and social forces - proved crucial to this profound transformation. Initially shaped by white Southern perspectives on race, gender, and states' rights, UVA Law grew beyond its early identity through the inclusion of new voices in both its faculty and its student body. By examining the complex interplay between the school's institutional mission, its educational program, and its social context, the contributors offer a comprehensive view of how UVA Law has adapted to meet the demands of legal education in a changing world.

Hyres, Alexander D., Protest and Pedagogy: Charlottesville's Black Freedom Struggle and the Making of the American High School. (Politics and Culture in the Twentieth-Century South) 200 pp. 2026:1 (U. Georgia Pr., US) <750-1214>
ISBN 978-0-8203-7529-8 hard ¥25,465.- (税込) US$ 119.95
ISBN 978-0-8203-7530-4 paper ¥6,358.- (税込) US$ 29.95

Protest and Pedagogy traces how, and in what ways, high school teachers and students sustained and propelled the Black freedom struggle in Charlottesville, Virginia. It centers the relationship between protest and pedagogy within classrooms and the surrounding community of Charlottesville. The story spotlights the resistance of Black teachers and students in the American high school throughout the nation during the twentieth century. Rather than act simply as passive participants in the Black freedom struggle-or outright opponents-Black high school teachers, and their students, this book argues, employed a variety of organizing and protest strategies to make schools and communities more just and equitable spaces. Black teachers' pedagogical approaches in the classroom underpinned protest within and beyond schools. At the same time, Black teacher and student organizing, activism, and protest led to pedagogical reforms in classrooms and schools.

Coats, John D., Lee University: The Path from Church of God Bible Training School to Modern University. 278 pp. 2025:11 (U. Tennessee Pr., US) <750-1291>
ISBN 979-88-952705-5-4 hard ¥8,481.- (税込) US$ 39.95

高等教育の文化史　全6巻
Coninck-Smith, Ning de / Horne, Julia / Whyte, W. (eds.), A Cultural History of Higher Learning. 6 vols. (The Cultural Histories Series) 1824 pp. 2025:10 (Bloomsbury Academic, UK) * Special-price until 15.01.2026 hard \111,666.- (税込) GB￡ 395.00 <750-1292>
ISBN 978-1-350-23220-4 hard ¥127,292.- (税込) GB￡ 440.00

How has higher learning been shaped by people, ideas and knowledge? In a work that spans 2,500 years, 67 experts chart across the social and cultural dynamics of higher learning and education across the centuries.Exploring higher learning rather than universities, the authors examine the full range of the effects of advanced education on their societies. Readers will discover ancient academies, monasteries, temples to professional and technical schools as well as universities. Together the volumes describe the remarkable drama of societies trying to organize knowledge for humanity, with many conflicts, reversals, and triumphs along the way.Individual volume editors ensure the cohesion of the whole, and to make it as easy as possible to use, chapter titles are identical across each of the volumes. This gives the choice of reading about a specific period in one of the volumes, or following a theme across history by reading the relevant chapter in each of the 6.The 6 volumes cover: 1. Antiquity (500 BCE-500 CE); 2. Medieval Age (500-1400); 3. Renaissance (1400-1600); 4. Age of Enlightenment (1600-1760); 5. Age of Industry (1760-1900); 6. Modern Age (1900-present) Themes (and chapter titles) are: cultures; geographies; authorities; teaching; disciplines; communities; materialities; contestations and epitome. The total extent of the pack is approximately 1712 pages. Each volume opens with notes on contributors and an introduction and concludes with notes, bibliography, and an index.The Cultural Histories SeriesA Cultural History of Higher Learning is part of the Cultural Histories Series. Titles are available both as printed hardcover sets for libraries needing just one subject or preferring a one-off purchase and tangible reference for their shelves, or as part of a fully searchable digital library, updated twice a year and available to institutions by annual subscription or on perpetual access. See www.bloomsburyculturalhistory.com for further information or to access content.

Elliott, Imelda / Lecuit, Ewen, Teacher Preparation in France: A Social and Cultural History. (Emerald Studies in Teacher Preparation in National and Global Contexts) 344 pp. 2025:10 (Emerald, UK) <750-1293>
ISBN 978-1-83982-221-6 hard ¥23,353.- (税込) US$ 110.00

Exploring the rich history of teacher education in France, this comprehensive volume spans centuries of educational transformation, meticulously tracing the journey from informal training methods to the modern, state-regulated system that shapes today's teaching profession. Structured both chronologically and thematically, Teacher Preparation in France offers an in-depth exploration of key historical periods and pivotal reforms. From examining the early influence of the Catholic Church and the establishment of state-run institutions during the Third Republic to delving into secondary teacher preparation, highlighting the tension between classical education and pedagogical training, and the rise of prestigious institutions like the Ecole Normale Superieure, Elliott and Lecuit explore the dynamic interplay between tradition and innovation in French teacher education. Inspired by the need to clarify French teacher education for international colleagues, Teacher Preparation in France combines extensive research with firsthand insights from educators. It offers a nuanced understanding of the complexities and controversies that have shaped teacher preparation in France, providing valuable lessons for educational debates worldwide.

Hardy, Brad, Training for Atomic Warfare: US Army Doctrine and Education in the Early Cold War, 1945-1963. (Legacies of War) 356 pp. 2025:11 (U. Tennessee Pr., US) <750-1294>
ISBN 979-88-952702-9-5 hard ¥15,922.- (税込) US$ 75.00

Heering, Peter / Wittje, Roland (eds.), Objects of Understanding: Historical Perspectives on Material Artefacts and Practices in Science Education. 322 S. 2025:3 (F. Steiner, GW) <749-72>
ISBN 978-3-515-13788-1 paper ¥14,602.- (税込) EUR 59.00

“Objects of Understanding” brings together studies of artifacts, collections, and practices in science education from the early 18th century to contemporary times. Even though science education plays a crucial role in the formation, stabilisation, dissemination, transfer and transformation of scientific knowledge and practices, its history remains still an underexplored topic. This is true even more so for its material cultures and practices. Demonstration, experimentation by teachers and students, model making and dissection, but also image projection and showcasing objects have been central to science education throughout its history. Extensive teaching collections, teaching infrastructure and the architecture at schools, colleges and universities bear witness to the importance of these cultures and practices. The chapters from various disciplines, geographical regions and contexts demonstrate the richness as well as the high potential of the field.

階級闘争－「1968年」頃の学校、若者、政治
Funck, Sandra, Klassenkaempfe: Schule, Jugend und Politik um '1968'. (Veroeffentlichungen der Historischen Kommission fuer Niedersachsen und Bremen 328) 480 S. 2025:9 (Wallstein Vlg., GW) <749-1293>
ISBN 978-3-8353-5892-8 hard ¥8,415.- (税込) EUR 34.00

Die Schuelerbewegung gestaltete als Teil der 68er-Revolte Schulpolitik, Demokratie und Gesellschaft entscheidend mit. Die Proteste um ?1968“ sind zu Recht als Jugendrevolte bezeichnet worden. Lange Zeit spiegelten jedoch weder die Forschung noch die Erinnerungskultur die tatsaechliche Vielschichtigkeit der 68er-Bewegung wider: Es brodelte naemlich nicht nur an den Universitaeten und in den Betrieben, sondern auch an den Schulen. Die Schuelerbewegung wurde lange lediglich als ≫Nachwuchs≪ oder ≫kleine Schwester≪ der Studentenbewegung gesehen. Diese Interpretation wird ihrem wirklichen Einfluss allerdings nicht gerecht: Zwischen Zugehoerigkeit und Abgrenzung brachte die Schuelerbewegung eigene Themen und Forderungen in die 68er-Bewegung ein und behauptete sich als eigenstaendige Akteurin innerhalb der zeitgenoessischen Bildungspolitik.

Hormuth, Dennis (Hrsg.), Das Werden einer Universitaet: Die Protokolle des Akademischen Senats der Hamburgischen Univeristaet 1919-1921. (Schriftenreihe des Universitaetsarchivs Hamburg 2) 328 S. 2025:6 (F. Steiner, GW) <749-1295>
ISBN 978-3-515-13945-8 hard ¥16,335.- (税込) EUR 66.00

Taylor, John, The Historical Disruption of English Higher Education: The Victoria University and its Federalisation Legacy. 434 pp. 2025:5 (Palgrave Macmillan, UK) <749-1296>
ISBN 978-3-031-82089-2 hard ¥34,646.- (税込) EUR 139.99

This book examines the establishment (in 1880) and dissolution (in 1903) of the Victoria University as a federal institution for the North of England. It was a 'disruptor', an experiment intended to meet growing demand for high level study in the industrial cities of the North and to provide a regional organisation for higher education. The experiment ended in failure and has never been repeated; rather, it heralded the emergence of independent civic universities that would prove so influential in the following years. As well as considering the federalisation legacy, the book also identifies important areas of activity where the Victoria University broke new ground, including innovations in the relationship between teaching and examining, links with schools and other education providers and the funding of higher education. The book is based on original archival research and will appeal to historians of education and more generally to social historians.

Fountain, Aaron G., Jr., High School Students Unite!: Teen Activism, Education Reform, and FBI Surveillance in Postwar America. 400 pp. 2025:12 (U. North Carolina Pr., US) <748-1069>
ISBN 978-1-4696-9181-7 hard ¥25,476.- (税込) US$ 120.00
ISBN 978-1-4696-9182-4 paper ¥7,419.- (税込) US$ 34.95

Mid-twentieth-century student activism is a pivotal chapter in American history. While college activism has been well documented, the equally vital contributions of high school students have often been overlooked. Only recently have scholars begun to recognize the transformative role teenagers played in reshaping American education.High School Students Unite! highlights the crucial impact of high school activists in the 1960s and 1970s. Inspired by civil rights and antiwar movements, students across the nation demanded a voice in their education by organizing sit-ins, walkouts, and strikes. From cities such as San Francisco and Chicago to smaller towns such as Jonesboro, Georgia, these young leaders fought for curricula that reflected their evolving worldviews. Drawing on archival research and interviews, Aaron G. Fountain Jr. reveals how teenagers became powerful agents of change, advocating for constitutional rights and influencing school reform. Ironically, the modernization of school security, including police presence, was partly a response to these student-led movements. Through oral histories and FBI records, this fascinating history offers a fresh perspective on high school activism and its lasting impact on American education.

Reed, Julie L., Land, Language, and Women: A Cherokee and American Educational History. 288 pp. 2026:1 (U. North Carolina Pr., US) <748-1070>
ISBN 978-1-4696-8489-5 hard ¥21,017.- (税込) US$ 99.00
ISBN 978-1-4696-8490-1 paper ¥6,994.- (税込) US$ 32.95

Historians largely understand Native American education through the Indian boarding schools and reservation schools established by the US government during the nineteenth and twentieth centuries. But Native Americans taught and learned from one another long before colonization, and while white settlers and institutions powerfully influenced Indigenous educational practices, they never stopped Native people from educating one another on their own terms.In this ambitious and imaginatively conceived book, Julie L. Reed uses Cherokee teaching and learning practices spanning more than four centuries to reframe the way we think about Native American educational history. Reed draws on archaeological evidence from Southeastern US caves, ethnohistorical narratives of Cherokee syllabary development, records from Christian mission schools, Cherokee Nation archives, and family and personal histories to reveal surprising continuity amid powerful change. Centering the role of women as educators across generations in Cherokee matrilineal society, the power of land to anchor learning, and the significance of language in expressing sovereignty, Reed fundamentally rethinks the nature of educational space, the roles played by teachers and learners, and the periodization imposed by US settler colonialism onto the Indigenous experience.

Vaelimaeki, Mari (ed.), Academic Households in Early Modern Northern Europe. (Routledge Research in Early Modern History) 228 pp. 2025:8 (Routledge, UK) <748-1071>
ISBN 978-1-032-68725-4 hard ¥41,948.- (税込) GB￡ 145.00 *

This volume explores academic households in early modern (c. sixteenth to eighteenth century) Northern Europe, examining changing dynamics of family and gender.During the Middle Ages, Christian scholars were expected to spend their lives unwed and instead focus on educating the young. However, a gradual easing of prohibitions against the marriage of scholars began in different areas of Europe in the late fourteenth century. By the end of the sixteenth century, a great number of professors were men with families and establishing their own households. This was especially the case in the German-speaking Protestant areas of Europe and the Swedish realm from the first half of the seventeenth century. The contributors of this volume concentrate on universities that took on the new idealised understanding of professors and other members of academic communities as married men. They analyse how professors and other members of the academic communities viewed family and household, what academic family life was like, and how the members of the academic community utilised family and the household for (academic) self-fashioning and building networks. Furthermore, they pay special attention to the wives and widows of professors and other academics and discuss the agency of these women.This book is an excellent resource for students and professional readers alike who are interested in the histories of early modern universities, families, and gender.

法、進化、スコープス対テネシー州裁判の長い影
Gouzoules, Alexander / Gouzoules, Harold, The Hundred Years' Trial: Law, Evolution, and the Long Shadow of Scopes v. Tennessee. 336 pp. 2025:8 (Johns Hopkins U. Pr., US) <747-86>
ISBN 978-1-4214-5217-3 hard ¥6,994.- (税込) US$ 32.95 *

A new account of the enduring cultural, legal, and scientific legacy of the 1925 Scopes Trial.In The Hundred Years' Trial, Alexander and Harold Gouzoules explore the century-long impacts of the historic 1925 Scopes "Monkey Trial," starting with the development of evolutionary theory and charting the resulting cultural and legal conflicts over evolution in the United States. Through a blend of legal history, scientific exploration, and cultural analysis, the authors reexamine how this landmark trial remains a pivotal moment in shaping modern debates on science, religion, and education.The Scopes Trial became a symbol of a larger culture clash, where questions of academic freedom, the role of religion in public life, and the boundaries of state intervention are fiercely debated. This book uncovers the complex layers of this conflict, offering readers a broader perspective that extends beyond the courtroom drama. In tracing the legacies of Clarence Darrow and William Jennings Bryan, the authors analyze how the trial's outcomes reverberated through later Supreme Court cases and shaped public policies and educational standards well into the twenty-first century. The authors further illustrate how the dialogue surrounding evolution has contributed to contentious debates-not merely over the acceptance of evolutionary theory itself, but regarding emergent claims and interpretations that continue to generate public and legal scrutiny.One hundred years later, the tensions between science and religious belief that were so brightly illuminated by Scopes are not only still with us, but also increasingly relevant to the perpetual cultural issues in the American political consciousness: abortion, climate change, and vaccines. The Hundred Years' Trial is vital for understanding not only how we arrived at our current political moment, but also where we go next in communicating science to a skeptical public.

アメリカ都市部におけるジェンダー、児童労働、少女のための教育　1870～1930年
Oram, Ruby, Home Work: Gender, Child Labor, and Education for Girls in Urban America, 1870-1930. (Historical Studies of Urban America) 272 pp. 2025:11 (U. Chicago Pr., US) <747-1360>
ISBN 978-0-226-84431-2 hard ¥24,414.- (税込) US$ 115.00
ISBN 978-0-226-84433-6 paper ¥6,793.- (税込) US$ 32.00

大西洋奴隷制の時代のケンブリッジ大学
Bell-Romero, Nicolas, The University of Cambridge in the Age of Atlantic Slavery. 400 pp. 2025:9 (Cambridge U. Pr., UK) <747-1385>
ISBN 978-1-009-65254-4 hard ¥10,125.- (税込) GB￡ 35.00

In this powerful history of the University of Cambridge, Nicolas Bell-Romero considers the nature and extent of Britain's connections to enslavement. His research moves beyond traditional approaches which focus on direct and indirect economic ties to enslavement or on the slave trading hubs of Liverpool and Bristol. From the beginnings of North American colonisation to the end of the American Civil War, the story of Cambridge reveals the vast spectrum of interconnections that university students, alumni, fellows, professors, and benefactors had to Britain's Atlantic slave empire - in dining halls, debating chambers, scientific societies or lobby groups. Following the stories of these middling and elite men as they became influential agents around the empire, Bell-Romero uncovers the extent to which the problem of slavery was an inextricable feature of social, economic, cultural, and intellectual life. This title is also available as open access on Cambridge Core.

Byrd, Alexander X. / McDaniel, W. Caleb, Slavery, Segregation, and the Second Founding of Rice University. 424 pp. 2025:10 (Louisiana State U. Pr., US) <747-1386>
ISBN 978-0-8071-8442-4 hard ¥8,481.- (税込) US$ 39.95

Drez, Ronald J., The Long Purple Line: The Military History of LSU and the Heroism of Its Cadets and Associates. 416 pp. 2025:10 (Louisiana State U. Pr., US) <747-1388>
ISBN 978-0-8071-8451-6 hard ¥10,604.- (税込) US$ 49.95

Fallace, Thomas, You Are Not a Kinesthetic Learner: The Troubled History of the Learning Style Idea. 232 pp. 2025:5 (U. Chicago Pr., US) <747-1389>
ISBN 978-0-226-84136-6 hard ¥24,414.- (税込) US$ 115.00 *
ISBN 978-0-226-84138-0 paper ¥5,837.- (税込) US$ 27.50 *

A compelling history of the learning style concept and how it was shaped by shifting ideas in psychology, anthropology, and education. The widely embraced notion that we all process information in one of three distinct modes-visual, auditory, or kinesthetic-has informed educational practices for decades. In recent years, however, numerous studies have questioned the effectiveness of aligning instruction with the alleged learning styles of individual students. So, why is it still commonplace in the literature on beneficial teaching at all levels of education? In You Are Not a Kinesthetic Learner: The Troubled History of a Dangerous Idea, historian Thomas Fallace traces the origins, evolution, and history of the learning style idea, demonstrating its relationship to a legacy of unequal education for children of color. Fallace argues that the research supporting the learning style idea was problematic from its inception in the 1910s and that it was used to label and justify a diminished curriculum for many Black and Latine students, whose cultural differences were perceived as weaknesses. In recent years, numerous empirical studies have not found the approach to be effective. This fascinating history clearly shows the danger of sorting and labeling students with permanent style identities and makes a strong case for removing learning styles as the basis for any educators' instructional toolkit. The first book-length history of learning styles, You Are Not a Kinesthetic Learner encourages us all to consider the research, be open to future developments and updates, and question even our most intuitive assumptions.

Hlavacik, Mark, Willing Warriors: A New History of the Education Culture Wars. 224 pp. 2025:12 (U. Chicago Pr., US) <747-1391>
ISBN 978-0-226-83313-2 hard ¥5,095.- (税込) US$ 24.00

Chu, Shiuon, Reinventing Examination and the State in Twentieth Century China and Taiwan. (Harvard East Asian Monographs) 300 pp. 2025:1 (Harvard Univ. Asia Center, US) <747-1001>
ISBN 978-0-674-30257-0 hard ¥10,604.- (税込) US$ 49.95

After the abolition of the imperial examination system in 1905, what made examinations a trusted method of selection in China and Taiwan? Reinventing Examination and the State traces the ideological evolution of civil service and state-organized educational examinations in twentieth-century China and Taiwan. In the making of the modern Chinese civil service, the concept of examination as a basic power of government was institutionalized as the Examination Yuan in the 1930s and was written into the 1947 Constitution of the Republic of China, which remains in effect in Taiwan today. Meanwhile, two models of educational examination, one of gatekeeping school graduates and the other of mobilizing human resources, emerged during WWII and constituted a repertoire of educational policies shared by the Republic of China and the People's Republic of China after the 1949 divide. The authority of examination, Shiuon Chu argues, was by no means a natural development from the long history of imperial China but was in fact contingent on specific political maneuverings over the course of the twentieth century. Unlike the imperial examinations, which heavily rewarded participants with titles and fame, modern examinations shaped new concepts about the responsibility of the individual vis-a-vis the state, and this shift contributed to the resilience of the state during times of significant political and social change.

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 ¥38,187.- (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 ¥27,211.- (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.