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

倫理と教育ハンドブック
Fraser-Burgess, Sheron / Heybach, Jessica et al. (eds.), The Cambridge Handbook of Ethics and Education. (Cambridge Handbooks in Education) 1013 pp. 2024:3 (Cambridge U. Pr., UK) <709-92>
ISBN 978-1-009-18811-1 hard ¥47,872.- (税込) GB￡ 170.00 *
ISBN 978-1-009-18813-5 paper ¥19,708.- (税込) GB￡ 69.99 *

This Handbook provides an interdisciplinary discussion on the role and complexity of ethics in education. Its central aim is to democratise scholarship by highlighting diverse voices, ideas, and places. It is organised into three sections, each examining ethics from a different perspective: ethics and education historically; ethics within institutional practice, and emerging ethical frameworks in education. Important questions are raised and discussed, such as the role of past ethical traditions in contemporary education, how educators should confront ethical dilemma, how schools should be organised to serve all children, and how pluralism, democracy, and technology impact ethics in education. It offers new insights and opportunities for renewal in the complex and often contentious task of ethics and education.

Barnes, L. Philip (ed.), Debates in Religious Education. 2nd ed. (Debates in Subject Teaching) 264 pp. 2023:8 (Routledge, UK) <709-105>
ISBN 978-1-032-52362-0 hard ¥40,832.- (税込) GB￡ 145.00 *
ISBN 978-1-032-52364-4 paper ¥8,444.- (税込) GB￡ 29.99 *

This essential book provides a comprehensive introduction to current debates in religious education. Exploring the rich variety of opinions and ideas that constitute and impact upon religious education, both novice and experienced teachers will benefit from deepening their theoretical knowledge and understanding through reading Debates in Religious Education. This second edition has fully updated all chapters and included an additional thirteen new contributions, providing a provocative yet informative introduction to current debates and allowing teachers to reach informed decisions about how they approach this subject.Responding to recent controversy and challenging assumptions about the place of religion in education, expert contributors cover key topics such as: The aims of religious education Religious education in the United Kingdom and Ireland Agreed syllabuses and the role of Standing Advisory Councils Educational issues, such as the right of withdrawal, collective worship, and faith schools Teaching and learning in religious education Multi-faith religious education Relating science and religion.With its combination of expert opinion and fresh insight, this essential text is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.

Williams, Joanna / Hampton, Rosalind / Habtom, S. (eds.), Conceptualizations of Blackness in Educational Research. (Indigenous and Decolonizing Studies in Education) 160 pp. 2023:12 (Routledge, UK) <709-1233>
ISBN 978-1-032-44127-6 hard ¥40,832.- (税込) GB￡ 145.00 *
ISBN 978-1-032-44124-5 paper ¥10,697.- (税込) GB￡ 37.99 *

Conceptualizations of Blackness in Education engages the specific junction of educational research and multiple theorizations of Blackness. In this volume, authors narrate how they have come to conceptualize Blackness through reading, writing, research, training, and practice. The contributors reflect a range of personal and political perspectives and experiences, disciplinary roots, and career stages. The stories in each chapter are intended to encourage more theoretically reflexive and vulnerable conversations among scholars of Black Studies in Education committed to reducing inequality in the lives of Black youth. They are not merely stories about theory; the stories are theories themselves.

Bailey, Susan, The Levinasian Teacher. (New Disciplinary Perspectives on Education 6) 182 pp. 2023:7 (P. Lang, SZ) <709-1293>
ISBN 978-1-80079-781-9 paper ¥15,072.- (税込) SFR 62.00

Recent years have seen educationalists turning to Emmanuel Levinas when considering the relationship between ethics and education. While it is true that Levinas never speaks of ethics in relation to the practice of classroom education, nonetheless, for Levinas, ethics is a teaching, and learning can only take place in the presence of the Other. This book considers how, within the constraints of the Irish primary school education system, teachers can develop a Levinasian approach to teaching, that affords both them and the children they teach multiple opportunities throughout the school day to take up their ethical responsibility for each other as Other. Beginning from a Levinasian understanding of learning and teaching as constituting primordially relational and ethical events, and weaving the philosophies of Levinas, and the educationalists he inspires, into the approaches of philosophy with children, restorative practice, and PAX, this book suggests a unique approach to ethics in Irish primary school classrooms. The focus of this book, then, is on both the philosophical underpinnings that anchor teaching as a Levinasian, and a consideration of what practical approaches could be employed by the Levinasian teacher.

Ellis, Viv / Gatti, Lauren / Mansell, Warwick, The New Political Economy of Teacher Education: The Enterprise Narrative and the Shadow State. (Policy Press Shorts Research) 144 pp. 2024:1 (Policy Pr., UK) <709-1295>
ISBN 978-1-4473-5908-1 hard ¥13,513.- (税込) GB￡ 47.99 *

Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy. Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models - the US, England and Norway - following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions. This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.

Gorur, Radhika / Landri, Paolo / Normand, Romuald (eds.), Rethinking Sociological Critique in Contemporary Education: Reflexive Dialogue and Prospective Inquiry. (Routledge Research in the Sociology of Education) 240 pp. 2023:12 (Routledge, UK) <709-1297>
ISBN 978-1-032-24608-6 hard ¥40,832.- (税込) GB￡ 145.00 *

This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance.Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries.Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

Lyons, Tony, Thomas Wyse 1791-1862: A Leading Advocate of Education Reform. 288 pp. 2023:7 (P. Lang, SZ) <709-1298>
ISBN 978-1-80374-099-7 paper ¥15,072.- (税込) SFR 62.00

Mittelmeier, Jenna / Lomer, Sylvie / Unkule, Kalyani (eds.), Research with International Students: Critical Conceptual and Methodological Considerations. (Internationalization in Higher Education Series) 264 pp. 2023:11 (Routledge, UK) <709-1299>
ISBN 978-1-032-26982-5 hard ¥40,832.- (税込) GB￡ 145.00 *
ISBN 978-1-032-26983-2 paper ¥11,823.- (税込) GB￡ 41.99 *

This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities.Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic.Bringing fresh perspectives to the topic of research with international students, the book focuses on:Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives(Re)-conceptualising key ideas that underpin research which are currently taken for grantedDeveloping reflection points and practical guidance for new research designs which centre criticality and ethicsOutlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identitiesThis key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

教育政策研究におけるキーワード
Wilkins, Andrew / Courtney, Steven J. / Piattoeva, Nelli, Keywords in Education Policy Research: A Conceptual Toolbox. 224 pp. 2024:1 (Policy Pr., UK) <709-1300>
ISBN 978-1-4473-6009-4 hard ¥24,214.- (税込) GB￡ 85.99 *
ISBN 978-1-4473-6010-0 paper ¥7,036.- (税込) GB￡ 24.99 *

The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or 'turns'. To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research. It is designed as a reference, learning and teaching tool to assist students, educators and researchers with: *complex learning and teaching; *wider and background reading and knowledge building; *critical scholarship and research; *interdisciplinary thinking and writing; and *theory development and application.