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

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 ¥47,569.- (税込) GB￡ 155.00 *

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 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 ¥7,815.- (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 ¥26,783.- (税込) US$ 119.95 *
ISBN 978-0-8203-7530-4 paper ¥6,686.- (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 ¥8,919.- (税込) US$ 39.95 *

In 1918, the Church of God established a Bible training school in Cleveland, Tennessee. Meant to be the Christian training arm of the denomination, the school grew to include a high school, music school, and junior college at its campus in Sevierville, Tennessee. Following World War II, it returned to Cleveland and took the name Lee College in honor of the second leader of the denomination and school, Reverend F. J. Lee. In Lee University, John Coats not only chronicles the history of the college but also explores the university's connection to and representation of the Church of God in the American South, offering a microcosm of an evolving evangelical denomination into the second half of the twentieth century. As a faculty member at Lee, Coats is uniquely positioned to offer an inside perspective of the institution's history, examining the people and politics that have shaped it over time. Telling the story of the school through the contributions of influential leaders, key turning points, and ongoing tensions between traditionalists and progressives within the Church of God, Lee University is an ideal resource for those interested in Appalachian religious and Pentecostal history.

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 \122,094.- (税込) GB￡ 395.00 <750-1292>
ISBN 978-1-350-23220-4 hard ¥135,036.- (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 six. The six 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.

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 ¥24,563.- (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 ¥16,747.- (税込) US$ 75.00 *

In the early days of the Cold War, the United States Army underwent a fundamental shift in its strategic thinking. While World War II was won on a doctrinal paradigm of combined arms, the US Army of the 1950s believed that atomic weapons would change how international conflicts were won and lost. Training officers in atomic warfare was a challenge, since there was little real-world experience on which to draw. Initially resistant to atomic weapons, the Army evolved through school debates among traditionalists, tech-driven "Buck Rogers" visionaries, and integrators who unified old and new methods. Facing classified data gaps, Army schools sparked cognitive shifts while the maneuver-fires inversion redefined warfare. By the early 1960s, with the Vietnam War centered in the minds of US military leadership and the public, doctrine and professional military education for atomic warfighting faded as the stark realities of fighting in Vietnam settled in. In Training for Atomic Warfare, Lieutenant Colonel Brad Hardy presents a unique view into the history of the US Army's strategic shift toward-and then away from-atomic warfare. Moving chronologically, each of the book's five chapters catalogs a segment of years between 1945 and 1960, showcasing how changes in US defense policy and technology reflected the Army's doctrine and education. Training for Atomic Warfare draws compelling parallels between the army of the 1950s and the current decade, demonstrating how shifts in military methodologies reflect the character of changing global conflicts and international policy.