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

Majumdar, Rochona / Sarbadhikary, Sukanya et al. (eds.), The Hindu/Presidency College: Excellence and Exclusion. 325 pp. 2026:4 (Cambridge U. Pr., UK) <762-826>
ISBN 978-1-009-42631-2 hard ¥28,946.- (税込) GB￡ 95.00

With a focus on the Hindu/Presidency College, this book offers new ways of doing histories of education in colonial and postcolonial historical settings. Each essay utilizes new archival materials to present "liberal arts" education as an arena of competition, conversation, the rise of new disciplines, and politics. The everyday life of the College comes alive in a set of interdisciplinary essays that analyse different aspects of the institution's existence from student publications to the challenges of under-funding. Together, they shed new light on the daily labour and strife as well as the work of the imagination that shaped a centre of excellence. Excellence, however, was also premised upon social, cultural, and financial exclusions that cannot be ignored as we write new global histories of education and intellectual life in postcolonial India. The volume offers vital historical insight into the survival and challenges faced by an educational institution that is salutary as higher education, globally, faces unprecedented challenges.

Nettleship, Lois, Interfaith Inclusion: The University Religious Conference and the Pursuit of a Pluralist America. 320 pp. 2025:10 (U. Pr. Kansas, US) <762-87>
ISBN 978-0-7006-4067-6 hard ¥10,094.- (税込) US$ 44.99

A story of pioneering students who brought together Americans of all faiths to embrace their differences, improve civil discourse, and work for the betterment of society. An inspiring model for activists, organizers, and educators seeking middle ground in a polarized world. Interfaith Inclusion tells the almost-forgotten story of the University Religious Conference (URC) and the students who sought to expand the circle of inclusion in the United States. The URC was a multifaith student organization that began in 1928, functioning primarily at UCLA. It started out by reaching across religious lines and expanded to reaching across ethnic and racial lines as well. Lois E. Nettleship begins with the origins of the group in the policies that the US War Department put in place in the First World War to build a sense of unity and inclusion among recruits of different religions. Following the war, O. D. Foster, a Congregational minister and YMCA worker in the US Army camps, applied these inclusive values to public higher education. He and others who shared his vision created the URC, which went on to create similar organizations at other universities across the nation. The URC carried out projects designed to bring students of different religious, racial, and ethnic backgrounds together and to demonstrate to the public that all of them, however different they might appear, were Americans who shared many common values. In the 1950s these projects, religious and secular, became a model for other organizations. The URC pioneered student summer trips to India that exposed them to new religions and became a model for the Peace Corps. Soon thereafter the New York City Public School System used the URC model of acceptance, led by former URC participants, to train teachers, counselors, and pupils in how to demonstrate similar kinship among diverse groups in the city. Nettleship argues that building inclusion was the work not only of prominent politicians, religious leaders, and others in the spotlight, but also of students, amateurs, and volunteers with a practical bent and a sense of civic duty. Interfaith Inclusion resurrects one of the earliest efforts in the United States to develop a diverse movement for the purpose of improving civil discourse and embracing difference. Nettleship's story of how liberal Protestants, Catholics, and Jews sought to work together to better society is particularly relevant today in a time of religious strife, division, and political polarization. Contemporary inclusive activists and educators likely have never heard of the URC, but they are continuing its legacy.

Engberts, Christiaan, Decentering Leuven University: A Transnational History. 350 pp. 2026:1 (Leuven U. Pr., BE) <762-1094>
ISBN 978-94-6270-508-1 paper ¥17,042.- (税込) EUR 49.50

First longue duree transnational history of a university, surveying its cross-border ties and offering a new model for writing university history.Since its foundation in 1425, Leuven University has always been a transnational institution. Decentering Leuven University explores how this transnational character has shaped the university across six centuries, with cross-border ties emerging as a recurring theme throughout its history from the Middle Ages to the present day. However, these ties are more than just a recurring theme: they provide an innovative approach to writing university history. Taking the myriad cross-border ties as a methodological starting point makes it possible to view the history of the university from a new perspective. The rich variety of these ties highlights the complexity and diversity within the university. The author discusses, among other things, Leuven's role as a center of European humanism in the 15th century, the significance of its Irish and Dutch mission colleges during the Counter-Reformation, the university's more recent involvement in the Belgian colonial project, and the emergence of research institutes as hubs of transnational collaboration in the 20th century. Emphasizing these transnational ties leads to two forms of decentering the university's history: it underscores the university's embeddedness in a variety of cross-border networks, and it highlights the role of individual scholars, students, colleges, and research institutes in creating and maintaining these ties.

Kim, Tae-Young, Historical Progression of English Education in Korea. (English Language Education 45) 577 pp. 2026:1 (Springer, GW) <762-1095>
ISBN 978-3-032-10083-2 hard ¥34,173.- (税込) EUR 129.99

This book offers a comprehensive overview of the historical progression of English language teaching and learning in Korea. It analyzes English textbook archives and newspaper articles published from 1882 to the 2020s, exploring the sociopolitical implications of learning English. This is the first book on the history of English language teaching and learning in Korea written in English, allowing access to international readers. Chapters explore: English language education conducted before and after Korea's liberation from Imperial Japan in 1945; the 1950s to the 1970s when English was regarded as the "social ladder" toward high social status; the technology-focused industrialization of the 1980s when English became necessary for international trade; and the 21st century rise of the Internet, and of K-culture, which uses English to promote Korean culture to the world. The book is intended for graduate students, international professional researchers and education policymakers.

Treglia, Gabriella A., Education for Preservation?: Examining Native American Education Policy in the New Deal, 1933-1945. 256 pp. 2025:10 (U. Pr. Kansas, US) <762-1098>
ISBN 978-0-7006-4071-3 hard ¥22,436.- (税込) US$ 99.99
ISBN 978-0-7006-4072-0 paper ¥6,728.- (税込) US$ 29.99

A groundbreaking new examination of federal Indian boarding schools in the New Deal era and the threats it posed to Indigenous sovereignty, from the old danger of assimilation to the new challenges of biculturalism and pluralism.The destructive legacy of federal Indian boarding schools is undisputed. The education programs of the late nineteenth and early twentieth centuries engaged in a policy of cultural genocide designed to erase Indigenous cultures and identities, disrupt community and familial systems of cultural transmission, and impose a monocultural education throughout settler society. In the early 1930s, the Lakota author and educator Luther Standing Bear, himself a survivor of Carlisle Indian Boarding School, challenged the government to adopt a bicultural model of education. His call for reform coincided with a short-lived change in federal policy toward Native Americans that appeared to embrace this vision of this "double education," a policy known as the "Indian New Deal" (1933-1945).The Indian New Deal was a controversial series of reforms implemented by the Bureau of Indian Affairs (BIA) under the commissionership of John Collier. A reaction against the previous policy of coercive assimilation to US social, cultural, and economic norms, the Indian New Deal marked a shift to a pro-reservation, ostensibly pro-communitarian approach to "Indian Affairs." Collier was idealistic but also highly paternalistic, and has been criticized both for holding romanticized, inaccurate views of Indigenous cultures and for continuing assimilation efforts with some policies.Education for Preservation? examines the extent to which the New Deal reflected Standing Bear's call for a bicultural approach to teaching, focusing on what was taught at the government day and boarding schools, and on the staff, pupil, and community experiences of the schools. Gabriella A. Treglia argues that the New Deal version of pluralism, rather than constituting a veiled extension of earlier assimilationist control-as some have argued-posed a new threat to Indigenous cultural sovereignty. Assimilationist in some areas and pluralist in others, and reflecting the underlying Eurocentric outlook of its creators, the "Indian New Deal" was fatally flawed.Treglia's groundbreaking work demonstrates the dangers of top-down education approaches that can, whether intentionally or inadvertently, perpetuate colonial education paradigms and settler colonialist narratives as well as generate cultural conflict.

Whyte, William, The University: A History in Stone, Silk, and Blood. 432 pp. 2026:8 (Harvard U. Pr., US) <762-1099>
ISBN 978-0-674-49518-0 hard ¥7,854.- (税込) US$ 35.00