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

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 ¥27,027.- (税込) US$ 130.00
ISBN 978-1-9788-3910-6 paper ¥9,355.- (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 ¥13,513.- (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 ¥31,170.- (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 ¥15,587.- (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 ¥33,568.- (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 ¥31,185.- (税込) US$ 150.00
ISBN 978-1-9788-3174-2 paper ¥8,928.- (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 ¥22,869.- (税込) US$ 110.00
ISBN 978-0-252-08887-2 paper ¥5,186.- (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.