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

Epstein, Edward M., Race, Real Estate and Education: Inventing Gentrification in Philadelphia, 1960-2020. (Urban Life, Landscape and Policy) 218 pp. 2025:9 (Temple U. Pr., US) <754-928>
ISBN 978-1-4399-2631-4 hard ¥22,184.- (税込) US$ 104.50 *
ISBN 978-1-4399-2632-1 paper ¥6,994.- (税込) US$ 32.95 *

Forthcoming Fall 2025

Luzzi, Joseph, The Innocents of Florence: The Renaissance Discovery of Childhood. 256 pp. 2025:11 (Norton, US) <754-276>
ISBN 978-1-324-06578-4 hard ¥6,366.- (税込) US$ 29.99

Among the wonders of the Italian Renaissance was Florence's Hospital of the Innocents, Europe's first orphanage. In an era when children were often trafficked or left to die or roam the streets, an orphanage devoted to their care and protection was a striking innovation. A symbol of Florence's cultural and architectural brilliance, designed by Filippo Brunelleschi, the institution known as the Innocenti became a haven for more than 400,000 children across five centuries. With deep knowledge of the literary and artistic environment in which this new understanding of childhood flowered, Joseph Luzzi explores how the Innocenti taught children mercantile skills, rudimentary literature and, for a few, the arts. He does not shy away from addressing the flaws in the institution's pursuit of its high-minded mission but gives readers the first comprehensive "biography" of a ground-breaking humanitarian institute.

S.トムリンソン著　帝国から多人種のイギリスまでの教育と人種　第2版
Tomlinson, Sally, Education and Race from Empire to Multiracial Britain. 2nd ed. 224 pp. 2026:1 (Policy Pr., UK) <754-1092>
ISBN 978-1-4473-7829-7 hard ¥24,590.- (税込) GB￡ 85.00
ISBN 978-1-4473-7830-3 paper ¥8,097.- (税込) GB￡ 27.99

Britain's national identity continues to be shaped by its imperial past and its journey towards accepting a truly multiracial, multicultural and multifaith future. In the wake of Brexit, the COVID-19 pandemic and intense political and cultural upheaval, questions of race, education and belonging persist in their urgency. This new edition of the seminal text explores Britain's shifting identity from empire to a modern nation. It examines race, politics, education and national identity in a time of turbulent change. With fresh insights on the pandemic, leadership crises and culture wars, it critically assesses Britain's evolving place in the world. Including developments from 2019 onwards, this updated edition offers vital new chapters on the era from Johnson to Starmer, Black Lives Matter, the Sewell Report and the changing face of educational policy under successive ministers. It provides a sharp, comprehensive and timely analysis of how race and education intersect with Britain's ongoing search for identity.

Isensee, Fanny, The Graded School: Reassembling Public School Organization in New York City, 1805-1921. 233 pp. 2025:9 (Palgrave Macmillan, UK) <754-1136>
ISBN 978-3-031-99461-6 hard ¥37,121.- (税込) EUR 149.99

This book examines the historical development of age-graded classrooms, a defining feature of modern public education that became embedded in the "grammar of schooling"-the fundamental organizational structures that shape how schools operate. Focusing on the implementation of gradation in New York City, the study traces the transformation of an urban school system from the nineteenth to the early twentieth century. Using actor-network theory as its analytical framework, the book explores how gradation emerged through complex assemblies of human and non-human actors along with the practical challenges of implementing graded systems, the educational concepts that supported these changes, and the administrative innovations required to manage increasingly complex school systems. Drawing on extensive archival research, this work illuminates how the age-graded classroom became a foundational element of US-American public education in rapidly growing urban centers.

Palmadessa, Allison L., National Failures and the Condemnation of US Higher Education: Points of Crisis from 1958 to 2024. 187 pp. 2025:9 (Palgrave Macmillan, UK) <754-1138>
ISBN 978-3-031-98059-6 hard ¥37,121.- (税込) EUR 149.99

Since the first American colonial colleges, higher education has served the nation as an arbiter of knowledge, conduit of democratic idealism, and producer of leaders, workers, and innovation. As the nation changed alongside world events and technological advancement, postsecondary institutions supported growth, met demands from the public and private sectors as well as states and the federal government, heeding a call to perpetuate the US's position among nations as the undisputed world leader. This was most evident in the immediate post World War II era, with roots established much earlier. Each chapter in this work focuses on a moment of crisis in American history that involves the relationship of higher education to national goals. This work aims to fill a gap in the history of higher education and further our understanding of how an institution so appreciated in times of greatness can be rebranded by critics as negligent and harmful to national goals.

Voronina, Tatiana, Collective Farmers, Master Science: Youth, Education, and Inequality in the Russian Countryside, 1960s-1970s. Tr. by M. Zimmerbaum. 277 pp. 2025:10 (U. Toronto Pr., CN) <754-1140>
ISBN 978-1-4875-5038-7 hard ¥23,353.- (税込) US$ 110.00

Soviet authorities had long aimed to create a classless society and eliminate the differences between the city and the countryside. Collective Farmers, Master Science! describes the Russian peasantry's transformation and ultimate extinction through the young people who became immersed in a new Soviet education system. In the process, they adopted the attitudes of Soviet modernity and abandoned the long-standing social patterns of their class. Memory studies and Soviet sociocultural scholar Tatiana Voronina argues that inequality was created by Soviet educational institutions. This book describes how Soviet modernity was conceptualized and implemented by focusing on the work of the rural Komsomol, rural schools, and an agricultural university. The book is written as a micro-history of three distinct rural communities in the Vologda region. It is based on rich archival material from central and regional archives of Russia and oral history interviews with former members of the region's rural youth. Collective Farmers, Master Science! illuminates the intricacy and diversity of the Soviet modernization processes that took place in the Russian provinces during the 1960s and 1970s.