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

Greteman, Adam J., Queers Teach This!: Queer and Trans Pleasures, Politics, and Pedagogues. (Radical Politics and Education) 228 pp. 2024:10 (Bloomsbury Academic, UK) <732-1123>
ISBN 978-1-350-14923-6 hard ¥24,948.- (税込) GB￡ 90.00 *

In this open access book, philosopher of education Adam Greteman offers commentary on five lessons queers teach: transparency, inconvenience, others, hatred, and coming into. Intentionally idiosyncratic, each of these lessons takes seriously the work of teaching, the work of teachers, and the complex realities that unfold around LGBTQ+ issues and lives as they enter educational conversations. These conversations are conditioned by contexts and communities that make bold proclamations difficult, but also point toward possibilities rooted in specifics. Combined, these five lessons provide commentary on an educational project that forefronts queers and their practices amid complex and changing realities. Recognizing the mutual importance of theory and practices, each chapter tacks between practical concerns that are part of education as it exists day to day and theoretical insights that intertwine and intervene in those everyday practical realities. Yet, Greteman offers no prescriptions for teaching, nor an overarching theory. Rather, Greteman takes up each "this" that queers teach so to offer commentary that may provide opportunities for further engagement with ongoing needs that schools, teachers, students, and communities have in their impossible work. Queers teach. These lessons are never ending yet vital to not only queer's surviving in schools, but encountering an education that aids in their thriving alongside others. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.

EUにおける教育を理解する
Acocella, Nicola, Understanding Education in the European Union: From Different Systems to an Ideal One. (SpringerBriefs in Education) 152 pp. 2024:10 (Springer, GW) <732-1160>
ISBN 978-3-031-62064-5 paper ¥11,656.- (税込) EUR 49.99

This book examines the importance of education in the European context, from knowledge acquisition to its instrumental nature. It provides a short history of education of schools around the world before delving into the comparisons of European education systems through exploration of their organization, teaching methods, attendance models and public versus private provision and costs. Additionally, it discusses the existence of NEETs (Not in Education, Employment, or Training) within these systems. Starting with addressing the six dimensions of the European Education Area devised by the Bologna Process, it concludes with identifying a need for a superior education model that accommodates different aspects of education which is not yet satisfactorily achieved by any existing systems, offering insight into an ideal education system. Inviting reflection on the role of education and its future, educators, educational administrators, and those interested in understanding and improving the functioning of schools find this book of great value.

Beasy, Kim / Maguire, Meg / te Riele, Kitty et al. (eds.), Innovative School Reforms: International Perspectives on Reimagining Theory, Policy, and Practice for the Future. (Education, Equity, Economy 11) 370 pp. 2024:9 (Springer, GW) <732-1161>
ISBN 978-3-031-64899-1 hard ¥39,640.- (税込) EUR 169.99

This book is a curated collection of international chapters focused on the reform of K-12 schools. Three key, yet different cultural, economic, and political settings are highlighted: Australia, the UK, and the US. Within their own context, each author details the required reforms that would maximize learning for all students. The intersectionalities of factors such a race, gender, class, ethnicity, disability, language, and economic inequities, are interrogated for their impact on the efficacy of reform strategies. Authors explore both a range of dysfunctional factors which have historically limited the efficacy of school reform initiatives, and detail a variety of forward-looking and cutting edge alternative reforms. Thus, this text can serve to stimulate a much need dialogue about the reconceptualization of schools in the future. Moreover, the cross-cultural analysis can focus this dialogue on both the similarities and differences in varying cultural settings.

Chahine, Iman C. / Reddy, Lalini (eds.), Educators' Work Integrated Learning Experiences: Stories from the Trenches. 317 pp. 2024:10 (Springer, GW) <732-1162>
ISBN 978-3-031-65963-8 hard ¥39,640.- (税込) EUR 169.99

This edited volume explores the power of educators' work-integrated learning experiences as transformative narratives, transcending classroom boundaries. Through critical reflection and storytelling, teachers share their personal journeys across diverse cultural contexts, offering fine-grained descriptions of their growth and development. Drawing on the belief that storytelling serves as a meeting ground for culture, cognition, and emotions, educators narrate their encounters and immerse readers in "glocal" realms. This book celebrates the immersion and excursion stories that shape educators' lived experiences and personal histories, illuminating how this knowledge can inspire highly impactful classroom practices for all students. This volume is intended for in-service and pre-service educators, teacher educators, school administrators, as well as undergraduate and graduate students in Social Sciences and Humanities. Its primary goal is to delve into educators' stories as they engage in work integrated learning programs across diverse global-local contexts.

Dillon, Eilish / Gaynor, Niamh / McCann, G. et al. (eds.), Global Education in Ireland: Critical Histories and Future Directions. (Advances in Education for Sustainable Development and Global Citizenship) 302 pp. 2024:10 (Bloomsbury Academic, UK) <732-1163>
ISBN 978-1-350-38038-7 hard ¥24,948.- (税込) GB￡ 90.00 *

This open access book brings together leading global education (GE) practitioners and academics to, for the first time, provide a history of GE in Ireland. Ireland is regarded as a leader in the field of GE worldwide, with a rich history going back to the 1970s. Despite this, there is a lack of reflection on its role and contribution to GE internationally. This book bridges this gap, critically exploring the history of global education policy and practice in the Irish context from different perspectives from across the education spectrum in Ireland, and internationally. The contributors explore the philosophical, pedagogical and globalisation influences on GE, as well as policy trends and curriculum developments. The range of topics discussed include: GE and the sustainable development goals; global citizenship education; activism; solidarity; and critical pedagogy. The role of institutions and other stakeholders are discussed as well as the challenges for transformative practice. Alongside thematic chapters, practical case studies are introduced which illustrate GE practice over time. Relevant to practitioners of global education in Ireland and beyond, the book puts forward a critical, radical and decolonial GE.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Maynooth University.

ElSayary, Areej / Olowoselu, Abdulrasheed (eds.), Interdisciplinary Approaches for Educators' and Learners' Well-being: Transforming Education for Sustainable Development. 271 pp. 2024:7 (Springer, GW) <732-1164>
ISBN 978-3-031-65214-1 hard ¥32,644.- (税込) EUR 139.99 *

This book bridges knowledge gaps by exploring transformative approaches for sustainable development to ensure high-quality and positive education and increase educators' and learners' well-being. It offers research findings, best practices, case studies and empirical research. The work inspires and guides educators in implementing effective strategies by means of interdisciplinary approaches. It is a valuable resource supporting ongoing professional development for teachers and educational leaders, enhancing pedagogical strategies, curriculum design and a safe positive educational environment. Additionally, it addresses global challenges in education, fostering a broader discourse on education's role in promoting interdisciplinary approaches, sustainable development, and well-being for a more inclusive future.

Hillman, Velislava, Taming EdTech: Why Children Stand to Lose in an Unregulated Digitised Classroom. 304 pp. 2024:11 (Bloomsbury Academic, UK) <732-1166>
ISBN 978-1-350-43980-1 hard ¥20,790.- (税込) GB￡ 75.00 *
ISBN 978-1-350-43979-5 paper ¥6,926.- (税込) GB￡ 24.99 *

As education becomes more dependent on data-intensive algorithmic systems, private corporate power continues to grow. Left unregulated, the implications for children's basic rights and future life chances are not to be underestimated. In this book, Velislava Hillman argues that datafication, i.e. turning all human actions into data, and surveillance have been normalised in eductional settings and shows how edtech products are not improving education equally for all children. She calls for a licensing regime which drives the edtech industry towards ethical practices and meeting appropriate standards before they are allowed to operate in schools. Looking beyond edtech's potentials, this book outlines a governance framework across socio-technical, ethical, critical pedagogic, and human rights imperatives for governing the digitisation of education.

Hong, Jon-Chao (ed.), New Technology in Education and Training: Select Proceedings of the 5th International Conference on Advance in Education and Information Technology. (Lecture Notes in Educational Technology) 333 pp. 2024:8 (Springer, GW) <732-1167>
ISBN 978-981-9742-17-2 hard ¥39,640.- (税込) EUR 169.99

This book presents the selected papers of the 5th International Conference on Advance in Education and Information Technology (AEIT 2024), which was held in Nagoya, Japan, 2024 January 5-7. With a worldwide increase in technology-enhanced learning in school and industry settings, there has been a progressive increase in the implementation of new technology in education and training. Issues surrounding teaching approaches, classroom management, and the evaluation of learning effectiveness are now considered of global concern. Topics and technical areas covered include but are not limited to: Online/Virtual Laboratories, Classroom and Laboratory Integration, Managed Learning Environments (MLEs), Learning Management Systems (LMS), Collaborative Virtual Environments (CVEs), and Experiences in Educational/Serious Games. This book serves as a useful reference for early career scholars, academics, entrepreneurs and professionals who are working in the field of implementing new technology in education and training.

Isaias, Pedro / Sampson, D. G. / Ifenthaler, D. (eds.), Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age. (Cognition and Exploratory Learning in the Digital Age) 273 pp. 2024:8 (Springer, GW) <732-1168>
ISBN 978-3-031-66461-8 hard ¥37,308.- (税込) EUR 159.99

The Cognition and Exploratory Learning in the Digital Age (CELDA) conference focuses on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. In each edition, CELDA, gathers researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centered learning and lifelong learning. The CELDA 2023 conference selected and published a selection of papers that focus on the use of Artificial Intelligence and Learning Analytics in the educational context.

Kourkoulou, Dora / Tzirides, A. / Cope, B. et al. (eds.), Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines. (Postdigital Science and Education) 322 pp. 2024:10 (Springer, GW) <732-1169>
ISBN 978-3-031-64486-3 hard ¥34,976.- (税込) EUR 149.99

Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines is a resource for researchers and practitioners in a field where the mainstreaming of AI technologies, and their increased capacities for deception, have produced confusion and fear. Identifying theoretical frameworks and practices in teaching with and training trustworthy and inclusive AI technology sheds light on the new challenges and opportunities for learning machines and their intersections with human learning. The book looks into the history of developing AI technology and algorithms. It offers theoretical models for best practices, interpretation, and evaluation, taking into account especially the needs of contemporary learners and their advanced literacies in cyber-social environments. The book presents in-depth analyses of recent and ongoing applications of state-of-the-art AI technologies in learning environments and classrooms assessments, ending with an interview with George Ritzer on McDonaldization and Artificial Intelligence.

Samuelson, Peter, Positive Youth Development Principles in Practice: How Youth Service Organizations Help Youth Thrive. 192 pp. 2024:11 (Bloomsbury Academic, UK) <732-1170>
ISBN 978-1-350-45140-7 hard ¥24,948.- (税込) GB￡ 90.00 *

This open access book tells the story of eight youth service organizations in the USA, using the voices of the impacted youth and the staff who accompanied them. Drawing on a series of structured interviews with young people and staff and informed by positive youth development (PYD), ideas the author proposes nine universal principles for working with youth from under-resourced neighborhoods that can be applied to any youth organization. The principles include orienting youth towards a purposeful future, providing an opportunity to build academic and critical thinking abilities, and developing individual's identity and sense of agency. The book contributes to the emerging methodology of principles-focused evaluation and draws on range of disciplines including psychology, education and youth studies.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Thrive Foundation.

Skerritt, Craig, Consulting Students on Classroom Practice, 'Good' Teaching and Teacher Performance: A Critical Account of Student Voice in Contemporary Schools. 184 pp. 2024:10 (Bloomsbury Academic, UK) <732-1171>
ISBN 978-1-350-44594-9 hard ¥24,948.- (税込) GB￡ 90.00 *

Consulting Students on Classroom Practice, 'Good' Teaching, and Teacher Performance is about the consultation of students on teaching and learning matters in schools, as part of typical school life as opposed to students being consulted as part of a project that includes some kind of external support. Craig Skerritt makes not only a conceptual contribution by providing new thinking tools and a new way of understanding and articulating student voice in relation to classroom practice, and by developing and presenting a heuristic device to aid research on student voice and classroom practice, but a series of empirical contributions by reporting on interview data with a range of school-based actors to spotlight existing views, practices and issues, and to call attention to hopes, desires, and fears for the future. The book provides a critical account of student voice in contemporary schools. Student voice is not taken at face value or accepted as being undisputedly positive, nor are schools or the people in them treated as homogenous entities devoid of context. Significantly, researcher subjectivity is central vis-a-vis the generation, examination, interpretation, and presentation of the empirical data. There is no claim to objectivity in this book and it is subjectivity that comes to the fore - through what Skerritt coins the 'I(nterest) behind this research', major emphasis is placed on his own experiences shaping his outlook. Skerritt occupies a certain vantage point and sees student voice through a particular lens, and this is reflected in the contents of this book.

Toprak, Mustafa, Problems and Possibilities of Neoliberal Education Reforms: Accountability, High-Stakes Testing, and Inequality. 208 pp. 2024:12 (Bloomsbury Academic, UK) <732-1172>
ISBN 978-1-350-37575-8 hard ¥24,948.- (税込) GB￡ 90.00 *

Neoliberal education reforms promise (but often don't succeed) to improve student outcomes and provide more equitable educational opportunities to students with different backgrounds. They hold schools accountable for their performance through high-stakes testing and linking performance to rewards and sanctions, and by empowering parents. This book presents a critical and objective appraisal of these neoliberalist education reforms. Mustafa Toprak considers the practical elements of neoliberal reforms, including voucher systems, choice, accountability, competition within and between schools, educational inequalities, and high-stakes testing, and in doing this, contributes to social justice debates and the idea of education as a common good. He uses reforms in Chile as a case study and offers a critique of its neoliberal educational reforms. Rather than discrediting all the central tenets of neoliberal education, Toprak considers the pros and cons of these reforms for students, teachers, schools, and societies and proposes new reforms to ensure that policies accurately and responsively address the needs of all stakeholders.

Xiang, Xin, Unequal Learning: Education and Society in Contemporary China. 256 pp. 2025:2 (Oxford U. Pr., US) <732-1173>
ISBN 978-0-19-778379-5 hard ¥20,582.- (税込) US$ 99.00
ISBN 978-0-19-778380-1 paper ¥6,226.- (税込) US$ 29.95 *

Inequality has been soaring across the globe in the past decades. And the reproduction of inequality begins early in the life cycle: in homes and schools. In Unequal Learning, Xin Xiang analyzes the different kinds of learning that goes on in four drastically different Chinese schools: a rural school in a mountainous area; a public school in an impoverished region of an emerging city; a low-cost private school serving rural migrants; and a prestigious metropolitan public school that attracts the children of elite professionals and government officials. As she shows, the different learning opportunities available in these four communities contribute to the widening gulf between the rising metropolitan middle class and China's working classes. Within classrooms, children in urban elite schools experience pedagogies drastically different from those in less privileged communities, despite the common preoccupation with preparing for exams. Outside classrooms, urban elite children learn to lead, collaborate, and compete through a variety of organized activities while rural children acquire competency in farm and household work. Though these particular schools are located in China, Xiang demonstrates how these four Chinese schools and communities reflect global trends as much as local peculiarities. Ultimately, addressing these pervasive and deep-rooted educational inequalities requires moving beyond the paradigms of closing 'achievement gaps' and reducing 'learning poverty'. Xiang calls for a thorough rethinking of "whose knowledge and contribution counts" and "what good schools look like," in China and beyond. Powerfully argued and deeply researched, this will be essential reading not just for scholars of China, but anyone interested in how education systems both reproduce and exacerbate inequality.

Zajda, Joseph / Ozdowski, Sev (eds.), Globalisation and Discourses of Human Rights. (Globalisation, Comparative Education and Policy Research 45) 141 pp. 2024:8 (Springer, GW) <732-1174>
ISBN 978-3-031-65372-8 hard ¥34,976.- (税込) EUR 149.99

This book examines dominant discourses in human rights education globally. Using diverse paradigms, ranging from critical theory to discourse analysis, it examines major human rights education reforms and policy issues in a global culture. It also focuses on the ambivalent and problematic relationship between human rights education discourses, ideology and the state. The book discusses democracy, ideology and human rights, which are among the most critical and significant factors defining and contextualising the processes surrounding human rights education globally. It critiques human rights education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and human rights education policy. The book also examines developments in research concerning human rights education. Readers will gain a more holistic understanding of the nexus between human rights education, and dominant ideologies, both locally and globally. The book also provides easily accessible, practical yet scholarly insights into international concerns in the field of human rights education in the context of global culture.

Zajda, Joseph / Vissing, Yvonne (eds.), Globalisation, Cultural Diversity and Human Rights. (Globalisation, Comparative Education and Policy Research 44) 224 pp. 2024:10 (Springer, GW) <732-1175>
ISBN 978-3-031-55477-3 hard ¥37,308.- (税込) EUR 159.99

This book analyses major discourses of cultural diversity and human rights. The chapters contained in this book examine critically major issues confronting cultural diversity and human rights, both locally and globally. They analyze the challenges that different societies are confronted with, as they attempt to implement, protect and defend cultural diversity and human rights in an ever-changing world, and culturally diverse environment. Topics covered include celebrating cultural diversity in sport, human rights legacies of the African slave trade and the long-term implications of colonialism, assessment of human rights and sports, effectiveness in intercultural dialogue in dominant discourses of cultural diversity and human rights, and the rising importance of cultural diversity and human rights in sport for children and youth.This book will be helpful to readers to explore their own views and consider more broadly what may be in the best interests of a fair and just society, as envisioned in human rights treaties, human rights education in schools, and cultural diversity.

Zajda, Joseph, Engagement, Motivation, and Students' Achievement. (Globalisation, Comparative Education and Policy Research 48) 176 pp. 2024:6 (Springer, GW) <732-1176>
ISBN 978-3-031-61612-9 hard ¥32,644.- (税込) EUR 139.99

This book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students' motivation, students' well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students' personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers' role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students' engaging learning environments, and their academic achievement.