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

Ying, Xing, The Rise of a New Educational Field, 1895-1926. (China Perspectives) 302 pp. 2026:2 (Routledge, UK) <759-827>
ISBN 978-1-041-23002-1 hard ¥46,035.- (税込) GB￡ 155.00

This book examines China's educational transformation between 1895 and 1926. Based on three case studies, it explores the rise of a new field of education and reveals the intricate relationship between educational reforms, intellectual societies and revolutionary movements.Through meticulous historical analysis, the book chronicles the evolution of China's modern education system during a period of profound social and political change. Part I examines how new-style schools replaced the traditional imperial examination system in Hunan Province from 1895 to 1913, thereby transforming the educational landscape. Part II focuses on the influential reforms instituted at Peking University, which established a balance between academic, political and moral orthodoxies to reshape China's intellectual sphere. Part III explores the crucial connection between secondary schools and the early communist revolutionary movement, demonstrating how educational institutions became incubators for revolutionary ideas and activities. By examining these interconnected developments, the book illuminates how educational reform became intertwined with broader currents of social transformation and revolutionary change in early twentieth-century China.This work will appeal to historians of modern China, as well as to scholars and students of Chinese studies interested in the intersection of educational history, historical sociology and modern Chinese history and revolutionary movements.

Hamilton, Tikia K., Nothing Less Than Equality: The Battle over Segregated Education in the Nation's Capital. (Historical Studies of Urban America) 368 pp. 2026:3 (U. Chicago Pr., US) <759-1282>
ISBN 978-0-226-84679-8 hard ¥25,679.- (税込) US$ 115.00
ISBN 978-0-226-84680-4 paper ¥7,256.- (税込) US$ 32.50

A critical analysis of African Americans' collective efforts to obtain educational equality before Brown v. Board of Education. The landmark Brown v. Board of Education case, which barred racial segregation in American public schools, wasn't the only path for Black parents, teachers, and activists who sought equality of educational opportunity. Some believed that the solution to inequality lay in pressing the federal government to live up to the Jim Crow doctrine of "separate but equal" by providing more resources to Black schools. And for a time, this seemed true in Washington, DC, where Black activists leveraged their status as residents of the nation's capital to advocate on behalf of Black education. However, disappointments with the "separate but equal" strategy and a sea change in activism led to an embrace of integration. In Nothing Less Than Equality, Tikia K. Hamilton reveals the rich and complex history of educational activism in Washington prior to Brown v. Board of Education, illuminating complex dynamics that provide a counterpoint and backdrop to the landmark Supreme Court case. Hamilton thoroughly examines the multipronged strategies employed by parents, teachers, attorneys, and activists to democratize education, demonstrating that there was no linear path to Brown.

大学と高等教育の目的－戦後イギリスにおける拡大と発展
Patel, Josh, Universities and the Purpose of Higher Education: Expansion and Development in Post-War Britain. (Research into Higher Education) 264 pp. 2026:1 (Routledge, UK) <759-1283>
ISBN 978-1-032-87376-3 hard ¥46,035.- (税込) GB￡ 155.00
ISBN 978-1-032-87437-1 paper ¥13,658.- (税込) GB￡ 45.99

This thought-provoking book addresses the persistent anxieties surrounding the purpose and direction of higher education, offering a nuanced historical perspective on its transformation. Using Cold War Britain as a lens, this book challenges the prevailing narrative that marketisation was an external imposition, revealing instead how the dynamic priorities of social democratic higher education inadvertently paved the way for their own supersession.Drawing on novel archival insights, it explores experimental initiatives by university leaders and employers and reveals how post-war public investment in universities was justified through a dual logic: empowering young people to pursue their individual self-interest while cultivating the ethical application of specialist knowledge in service of liberal capitalism. It goes on to show how the novel accountability frameworks they constructed, intended to maximise freedom, contained unstable tensions - tensions that remain in today's neoliberal system. Packed full of research, case studies, and policy implications, this book interrogates the successes and failures of innovative teaching and learning practices, as well as the evolving relationship between universities and industry. Throughout, the author offers critical insights into how liberal education might be reimagined to sustain universities in their service to the common good.This is essential reading for students, academics, policymakers, and anyone seeking to understand the moral principles underpinning higher education and their influence on its future.

Soen, Violet / Druwe, Wouter / Francois, W. et al. (eds.), Students, Scholars and Their Books at the University of Louvain (1425-1797): Studium Lovaniense: Learning across Borders, 1. (Lectio: Studies in the Transmission of Texts & Ideas 17) 460 pp. 2025:12 (Brepols, BE) <759-1284>
ISBN 978-2-503-61817-3 hard ¥31,020.- (税込) EUR 120.00

大学の後－高等教育と知的労働の将来
Wellmon, Chad, After the University: Higher Education and the Future of Intellectual Work. 376 pp. 2026:8 (Johns Hopkins U. Pr., US) <759-1286>
ISBN 978-1-4214-5435-1 hard ¥8,919.- (税込) US$ 39.95

When the pursuit of knowledge is eclipsed by money and power, what remains of higher learning?What is a university for? Is it a sanctuary for disciplined study, or has it become something else entirely? In After the University, Chad Wellmon traces the long and often uneasy relationship between higher learning and the institutions that claim to protect it. Moving from the guilds of medieval Paris and the knowledge factories of Enlightenment-era Goettingen to the research empires of Berlin and Berkeley, Wellmon shows how the modern university has repeatedly reshaped itself to serve shifting social and political demands. Across centuries, the goods of disciplined study-the joy of reading, the virtues of intellectual rigor, and the possibility of self-formation-have been overshadowed by the pursuit of external rewards such as money, prestige, and power. Part institutional history and part philosophical reflection, After the University examines how today's institutions defend themselves not in the name of learning but in the language of productivity, innovation, and economic utility. Drawing on his experiences as a scholar, teacher, administrator, and witness to crises such as white supremacist marches and the COVID-19 pandemic, Wellmon illustrates how universities justify themselves through the outputs of graduates, research discoveries, and workforce training while leaving unmentioned the very practices that once defined them. Despite this transformation, Wellmon argues that the university's current state of turmoil exposes a new, enticing possibility: recognizing the practices of disciplined study as goods worth valuing in and of themselves rather than simply as means to other ends. With insight and urgency, After the University asks whether our institutions can still nurture intellectual desire-or whether we must find new homes for the life of the mind.

VanOverbeke, Marc A., Playing the Game: How State Colleges Used Athletics to Expand Educational Opportunity. (Histories of American Education) 276 pp. 2026:5 (Cornell U. Pr., US) <759-1076>
ISBN 978-1-5017-8699-0 hard ¥10,706.- (税込) US$ 47.95

Playing the Game uncovers the history of state and regional colleges as engines of opportunity in postwar America. By 1970, these institutions enrolled more students than elite private or flagship public universities, and yet they remained on the margins of public attention and scholarly research. Marc A. VanOverbeke shows how these colleges fought for recognition by turning to an unlikely ally: college sports. Drawing on extensive archival research, VanOverbeke reveals how athletics boosted institutional legitimacy and public support, while students harnessed sports to push for greater inclusion and racial justice. Black and Mexican American students, in particular, challenged segregation and discrimination on and off the field, making athletics a powerful site of protest and change. Playing the Game reframes the role of college sports, showing how athletics helped shape not only school identity but the national struggle for equality and educational opportunity.