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

教育の将来
Beale, Jonathan / Easton, Christina (eds.), The Future of Education: Reimagining its Aims and Responsibilities. 432 pp. 2025:11 (Oxford U. Pr., US) <755-1175>
ISBN 978-0-19-766972-3 hard ¥28,168.- (税込) US$ 132.00
ISBN 978-0-19-766973-0 paper ¥7,469.- (税込) US$ 35.00

Dania, Aspasia / Impedovo, Maria (eds.), Affectivity as Pedagogy in the Classroom: Interdisciplinary Approaches to Relationship-based Practice in Education. (Routledge Research in Education) 230 pp. 2025:11 (Routledge, UK) <755-1176>
ISBN 978-1-032-93852-3 hard ¥42,267.- (税込) GB￡ 145.00

Offering a unique, interdisciplinary approach through integration of concepts from education, philosophy, social work, and the affective sciences, this volume provides a unique pedagogical perspective on how affectivity can become an educative opportunity in the classroom.By foregrounding the importance of interactions occurring between more-than-human entities in and beyond classroom settings, the book promotes a socio-material approach to pedagogy. This emphasis on fostering learning environments where students and teachers feel valued, supported, and empowered distinguishes the book from other texts and aligns with contemporary educational and philosophical theories advocating for the significance of affect-based learning and relational pedagogies. Chapters engage the reader in processes of 'thinking with theory', drawing on data gathered from real-world educational settings via participative and collaborative research with teachers, students, and researchers. Ultimately offering a compelling and multi-layered exploration of affect as a vital, yet often under-theorized, dimension of pedagogical practice, this book will be of value to researchers, postgraduates and scholars in the fields of Classroom Practice, theories of learning, and curriculum studies more broadly.

Fairchild, Nikki, Place-space Methodologies. (Postqualitative, New Materialist and Critical Posthumanist Research) 224 pp. 2025:12 (Routledge, UK) <755-1177>
ISBN 978-1-032-80590-0 hard ¥42,267.- (税込) GB￡ 145.00
ISBN 978-1-032-80264-0 paper ¥11,656.- (税込) GB￡ 39.99

Place-space Methodologies in Early Childhood Education and Care extends the concepts of place-space and feminist materialist relational time into educational philosophy and practice. Drawing from empirical data obtained during extensive research projects, including doctoral studies, this book explores the dynamics of English Early Childhood Education and Care (ECEC) across diverse settings such as classrooms, gardens, and outdoor spaces. This book employs critical feminist materialist and agential realist theories to analyse the intricate relationships between young children, practitioners, and their environment. By focusing on English ECEC pedagogy and practice in various settings, including classrooms, gardens, and outdoor spaces, the book goes beyond theoretical discussions. It provides practical implications and applications, offering tangible takeaways for educators and practitioners. It makes use of particular material objects as a focal points to synthesize empirical data and theory to enhance clarity and facilitate a deeper comprehension of the nuanced relationships between materiality, space, and pedagogy. This exploration leads to the development of new, expansive understandings of ECEC pedagogies and readers will gain fresh perspectives on what these pedagogies mean for both young children and practitioners, fostering a broader and more inclusive approach to early childhood education. This book is essential for educators, researchers, and practitioners in the field of Early Childhood Education and Care. By presenting innovative methodologies grounded in the concepts of place-space it provides a valuable resource for those seeking to deepen their understanding of ECEC practices. Whether you are a scholar looking for fresh theoretical perspectives or a practitioner aiming to enhance your teaching strategies, this book offers a transformative journey into the intricate dynamics of early childhood education.

Helfenbein, Robert J. / Taylor, Hill (eds.), Critical Geographies in/of Education: Revisiting Discursive and Spatial Reckonings. 133 pp. 2025:11 (Routledge, UK) <755-1179>
ISBN 978-1-032-93309-2 hard ¥42,267.- (税込) GB￡ 145.00

This book assembles pioneering work that first applied critical geography's concepts to educational theory, offering a comprehensive introduction to this emerging field. In recent years, spatial theory has transcended traditional geography, permeating diverse academic disciplines, particularly within social theory.The volume demonstrates how spatial and discursive frameworks can fundamentally reshape our understanding of education across formal and informal contexts. By examining how spatial practices and embodied experiences configure learning environments, the chapters in this volume illuminate the profound impact of the "spatial turn" on educational discourse. Through compelling examples from schools, classrooms, and communities, they explore how spatial dynamics shape educational experiences and interactions.Featuring the special issue on Critical Geographies of Education originally published in Education Studies, this book is complemented by new reflection pieces that trace the field's intellectual development. Its interdisciplinary framework offers valuable insights for scholars across Sociology of Education, Cultural Studies, Urban Education, Curriculum Theory, and Teacher Education. Graduate students investigating the complex intersections of space, place, power, and identity in educational contexts will find this collection an indispensable resource that bridges theoretical foundations with practical applications.

Matheson, David (ed.), An Introduction to the Study of Education. 5th ed. 462 pp. 2025:12 (Routledge, UK) <755-1180>
ISBN 978-1-032-81930-3 hard ¥42,267.- (税込) GB￡ 145.00
ISBN 978-1-032-81927-3 paper ¥12,239.- (税込) GB￡ 41.99

This fully updated, fifth edition of An Introduction to the Study of Education provides a comprehensive and reflective introduction to the study of education, inviting students to question what education is, who it is for and what purpose it serves. Taking the reader from the early years through to lifelong learning, it examines all forms of education and learning.This new edition includes nine completely new chapters and a step-by-step guide to essay writing. This fifth edition provides:a full exploration of the historical, sociological, philosophical and psychological roots of educationa clear focus on the individual levels of education - preschool, compulsory, post-compulsory and lifelong learning, including looked after children, food in school, and digital learningthe latest debates within special educational needsan in-depth examination of learning stylesinsights into the historical development of education and the role of, and background to, research in educationa focus on current educational practice and diversity across the United Kingdom and IrelandWritten in a clear and accessible style, this is the essential core text for all beginning students on undergraduate and postgraduate courses in Education Studies and all those interested in education today, where it came from and where it is going.

Muthivhi, Azwihangwisi Edward, Decolonizing Pedagogy in Post-Apartheid South Africa. (Elements in Critical Issues in Teacher Education) 75 pp. 2025:11 (Cambridge U. Pr., UK) <755-1181>
ISBN 978-1-009-48256-1 hard ¥16,032.- (税込) GB￡ 55.00
ISBN 978-1-009-48255-4 paper ¥5,247.- (税込) GB￡ 18.00

This Element examines post-apartheid pedagogy in South Africa to uncover philosophical and epistemological foundations on which it is predicated. The analysis reveals quaint epistemologies and their associated philosophical postulations, espousing solipsistic methodologies that position teachers and their students as passive participants in activities rendered abstract and contemplative - an intellectual odyssey and dispassionate pursuit of knowledge devoid of context and human subjectivity. To counteract the effects of such coercive epistemologies and Western orthodoxies, a decolonising approach, prioritising ethical grounding of knowledge and pedagogy is proposed. Inthis decolonising approach to learning and development, students enact the knowledge they embody, and, through such enactment of their culturally situated knowledge practices, students perceive concepts in their process of transformation and, consequently, acquire knowledge as tools for critical engagement with reality -and tools for meaningful pursuit of self-knowledge,agency, and identity development. This title is also available as Open Access on Cambridge Core.

Sander, Emmanuel (coord.), Metaphors for Education. (Education and Training: Cognition and Learning Processes) 256 pp. 2025:8 (Wiley-ISTE, UK) <755-1182>
ISBN 978-1-78945-188-7 hard ¥35,211.- (税込) US$ 165.00

Metaphors are more than just linguistic tools; they go far beyond this. By drawing on the known to illuminate the unknown, they shape understanding and profoundly influence learning dynamics, making them particularly relevant in education. Metaphors for Education explores this theme in depth, offering a comprehensive and enlightening overview of the role and place of metaphors in the field of education. The book examines how metaphors shape pedagogical approaches and conceptions of teaching, and influence learning processes and conceptual development, as well as impact assessment, differentiation and the professional identity of teachers. It also shows how metaphors can provide powerful tools for reflection and transformation in educational practices. Aimed at teachers, students, educational researchers and enthusiasts alike, this book offers fresh and stimulating perspectives on the contribution of metaphors to learning and teaching.

Haarman, Susan (ed.), Education and Analog Role-Playing Games: Theory and Pedagogy. Volume 1. 352 pp. 2025:12 (CRC Pr., US) <755-1009>
ISBN 978-1-041-07612-4 hard ¥40,810.- (税込) GB￡ 140.00
ISBN 978-1-041-07607-0 paper ¥15,446.- (税込) GB￡ 52.99

Education and Analog Role-Playing Games: Theory and Pedagogy brings together scholars and educators who explore the educational potential of analog role-playing games (tabletop role-playing games and live action role-play) through the lens of pedagogical theory. These games trace their roots to educational war games and teaching aids. This volume goes further and takes a deeper dive into why they are such effective tools for learning, imagination, and identity development. This volume offers a multidisciplinary analysis that draws on philosophy, history, psychology, and critical pedagogy. Contributors examine how analog role-playing games intersect with educational theories such as constructivism, pragmatism, and experiential learning and explore classroom and nontraditional learning contexts. The rich insights position analog role-playing games as rich sites for identity exploration, deliberation, and transformative practice. Rather than simply advocating for gamification or offering how-to guides, this book critically interrogates how these games work, what they offer learners, and what pedagogical challenges they help us address. It is a valuable resource for educators, game scholars, and instructional designers interested in leveraging narrative, collaboration, and play for powerful learning experiences.