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

言語学習・教授の歴史における女性－欧州他の実践の隠れたパイオニア　1400～2000年
Doff, Sabine / Iamartino, Giovanni / Mairs, Rachel (eds.), Women in the History of Language Learning and Teaching: Hidden Pioneers of Practice from Europe and Beyond (1400-2000). (Languages and Culture in History) 318 pp. 2025:7 (Amsterdam U. Pr., NE) <752-1126>
ISBN 978-90-485-5833-9 hard ¥37,030.- (税込) GB￡ 128.00

This volume addresses the historical neglect of women's contributions to language learning and teaching. While the historiography of language education has often focused on male-dominated frameworks, overlooking the pivotal roles women have played, the case studies in this book highlight female pioneers in language education across various cultural and linguistic traditions, from the Middle Ages to the twentieth century. Covering a wide range of languages - including Greek, Arabic, French, and English - and exploring the gendered dimensions of language education, where social class and gender influence both the languages taught and the methods employed, the book reveals women's agency in shaping language education - and the systematic undervaluing of their contributions. In doing so, it calls for a broader, more inclusive historiography that recognises women's significant impact on the field, often in non-institutional and domestic contexts, and a reconsideration of the history of language education to acknowledge the contributions of women globally.

Gregg, Tim, Advancing Excellence: The History of Texas A&M University's Hagler Institute for Advanced Study. 277 pp. 2026:1 (Texas A&M U. Pr., US) <752-1170>
ISBN 978-1-64843-377-1 hard ¥8,448.- (税込) US$ 40.00

From its post-Civil War beginnings as a land-grant institution, Texas A&M has become a place where great minds are cultivated, nurtured, and given free rein. It is in that spirit that a center was established on campus to enhance excellence through the exchange of ideas and collaboration with the world's finest scholars, researchers, and industry leaders. That goal, cultivated in large part by the university's Vision 2020 aspirational plan launched in 1997, eventually took shape as the Texas A&M University Hagler Institute for Advanced Study. Building on this enhanced base to continue the momentum toward Vision 2020's first imperative of "elevating the faculty and their teaching, research, and scholarship," the Hagler Institute brings outstanding senior scholars to the Texas A&M campus on a temporary basis. The institute thus enhances research productivity among the faculty and enriches the educational experience for students. These top visiting scholars contribute new research ideas, engage in collaborative research, provide mentoring for younger faculty, and contribute to the development of inspired graduate students. Providing a catalyst for high-quality, innovative research across the multiple disciplines represented in the university, the Hagler Institute continues to enhance the intellectual climate of the university in multiple ways. By affording faculty and students the perspectives of Nobel laureates and winners of various awards from national academies, the Hagler Institute continues to reflect the vision of its founding director, John Junkins, enhancing the academic reputation and innovative leadership of Texas A&M University.

Gronbaek Pors, Justine, Inherited Time: A Hauntological History of Work in Educational Vocations. (Feminist Perspectives on Work and Organization) 176 pp. 2025:10 (Bristol U. Pr., UK) <752-1171>
ISBN 978-1-5292-3374-2 hard ¥23,144.- (税込) GB￡ 80.00

This book offers a fresh perspective on work showing how past events, ideas, practices and values haunt organizations. In a contemporary context where organizations are ever more obsessed with growth and transformation, the book discovers a politics of time at the heart of questions about power and ethics. It develops a non-linear approach to the history of education showing what it means to inherit from previous generations and how encounters with ghosts can open possibilities of other, alternative futures. For academics and students across management, education, and sociology, the book is a crucial resource for understanding contemporary organizations. It invites you to find new ways to care for the future of work.

Levander, Caroline Field, Invent Ed: How an American Tradition of Innovation Can Transform College Today. 352 pp. 2025:12 (MIT Pr., US) <752-1172>
ISBN 978-0-262-55251-6 paper ¥5,280.- (税込) US$ 25.00

マギル大学の歴史
Lewis, Brian / Nerbas, Don / Shaw, Melissa N. (eds.), McGill in History. 336 pp. 2025:10 (McGill-Queen's U. Pr., CN) <752-1173>
ISBN 978-0-228-02592-4 hard ¥8,014.- (税込) US$ 37.95

In 2021, McGill University celebrated its bicentennial anniversary, reflecting on contributions to research, education, and other successes. The university's founding within the context of nineteenth-century Atlantic capitalism requires that a deeper account engage with the more complex and difficult elements of its history.McGill in History brings together diverse historiographies and perspectives to critically examine how McGill has been implicated in power structures and is the product of conflicting ideologies. James McGill, the university's namesake, owned and profited from the sale of enslaved Black and Indigenous people, a legacy highlighted by the removal of his statue and ongoing debates over the racially charged Redman name used by the men's sports teams. Imperialism, settler colonialism, slavery, sexism, and homophobia are elements of McGill's story that must be fully integrated into a broader understanding of the university's institutional history. Challenging siloed narratives with new research, the contributors to this volume emphasize the important task of scholars to scrutinize and confront history that is unflattering and to rethink their institution's own story - a reckoning happening across many institutions of higher education around the world.McGill in History broadens the historical frame of critical university studies, showing how the university can serve as a model for understanding power in modern society.

Pind, Jackson, Students by Day: Colonialism and Resistance at the Curve Lake Indian Day School. (McGill-Queen's Indigenous and Northern Studies) 256 pp. 2025:10 (McGill-Queen's U. Pr., CN) <752-1174>
ISBN 978-0-228-02604-4 hard ¥6,325.- (税込) US$ 29.95

The atrocities of the residential school system in Canada are amply documented. Less well-known is the history of day schools, which some two hundred thousand Indigenous youth attended.The Curve Lake Indian Day School operated for over ninety years, from 1899 to 1978. Implementing Indigenous community research practices, Jackson Pind, alongside the Chief and Council of Curve Lake First Nation, conducted a search of the federal archive on operations at the school. Students by Day presents the findings, revealing that the government failed in its fiduciary duty to protect students. Harmful and discriminatory policies forced children to abandon their language and culture and left them subject to many types of abuse. To supplement this documentation, Pind also interviewed survivors of the school, who shared their often difficult testimony. He situates Curve Lake's development and operations within the wider context of Canadian assimilation policies, noting the lasting impacts on Anishinaabe identity and culture.Not only recovering the archive, written and oral, but building on files repatriated to the community, Students by Day is a story of Indigenous resilience, activism, and hope in the face of educational injustice.

Skogen, Larry C., To Educate American Indians: Selected Writings from the National Educational Association's Department of Indian Education, 1905-1909. (Indigenous Education) 277 pp. 2025:11 (U. Nebraska Pr., US) <752-1176>
ISBN 978-1-4962-4045-3 hard ¥15,840.- (税込) US$ 75.00

From 1900 to 1909, Indian school educators gathered at annual meetings of the National Educational Association's Department of Indian Education. The papers they delivered were later published in the Journal of Proceedings and Addresses of the National Educational Association, but strict guidelines often meant they were heavily edited before publication. In this second volume of Department of Indian Education papers, Larry C. Skogen presents selected complete papers from the years 1905 to 1909 and provides historical context. During this period educators promoted the belief that Natives could never be fully integrated into white society and argued instead for vocational and practical education near or on reservations, a clear break from earlier years, when prominent Indian school administrators advocated education far removed from Native communities. Indian school educators at these annual meetings also shared their methods with other educational thinkers and practitioners, who were seeking alternative pedagogies as new immigrants arrived in U.S. cities and challenges arose from new island territories. These selected writings reveal how the NEA influenced Indian school educators and how those educators, in turn, affected mainstream educational thinking.

アメリカの教育の歴史　第7版
Urban, Wayne J. / Gaither, Milton, American Education: A History. 7th ed. 400 pp. 2025:10 (Routledge, UK) <752-1177>
ISBN 978-1-032-99109-2 hard ¥50,627.- (税込) GB￡ 175.00
ISBN 978-1-032-99108-5 paper ¥17,354.- (税込) GB￡ 59.99

American Education: A History, Seventh Edition is a comprehensive, highly regarded history of American education from precolonial times to the present.Chronologically organized, the new edition provides an objective overview of each major period in the development of American education, setting the discussion against the broader background of national and world events. In addition to its in-depth exploration of Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women. Features for the seventh edition include:Every chapter extensively revised to incorporate the most recent historical scholarship, to increase readability, and to make the content relevant for today's educators.Chapter overviews and end-of-chapter reflection questions to aid comprehension and discussion;Updated and expanded coverage of Native American education, the role of women progressives in schools, rural schooling, public education, minority populations, and much more.Brand new topics, such as education policy under Trump and Biden, the impact of the COVID-19 pandemic on schools, student mental health, critical race theory, culturally responsive education, and textbook censorship.This much-anticipated seventh edition is essential reading for undergraduate and graduate History of Education courses.

Seligman, Scott D., The Great Christmas Boycott of 1906: Antisemitism and the Battle Over Christianity in the Public Schools. 277 pp. 2025:11 (Potomac Books, US) <752-119>
ISBN 978-1-64012-654-1 hard ¥7,381.- (税込) US$ 34.95

Today's battles over Christianity in U.S. public schools have deep roots. In the nineteenth century it was an intramural struggle between Protestants and later-arriving Catholics. But at Christmastime in 1905, when Frank Harding, the Presbyterian principal of a Brooklyn elementary school, urged his Jewish students to be more like Jesus, the Jewish community entered the fray in a big way. It was just the trigger Orthodox Jewish activist Albert Lucas had been waiting for. Fresh from battling Christian settlement houses intent on converting Jewish children, Lucas accused the public schools of illegal proselytizing and called for Harding's ouster. After the Board of Education let Harding off in 1906 with a slap on the wrist and declined to clarify the rules governing religion in schools, New York's Jews staged a boycott of school Christmas pageants in protest. The board's concession to exclude sectarian hymns and religious compositions generated enormous antisemitic public backlash. Jews were accused of waging war on Christmas and of being less than true Americans.The Great Christmas Boycott of 1906 traces the Christmas celebration dispute to the present day and describes how Jewish organizations of the twenty-first century, persuaded that politics are unlikely ever to permit a victory, seem to have reconciled themselves to the status quo and moved on to other, more winnable issues.