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

Cain, Friedrich / Gusejnova, Dina (eds.), Academia and the People: Universities, Knowledge Communities, and Dissent in Central and Eastern Europe, ca. 1900-2025. (New Europes 2) 330 S. 2025:12 (Transcript, GW) <763-1224>
ISBN 978-3-8376-7799-7 paper ¥11,830.- (税込) EUR 45.00

For the societies of Central and Eastern Europe, the century since the Balkan Wars has been a time of profound ruptures. The contributors to this volume examine how academic communities lived through different transitions, such as the collapse of empires, the two World Wars, the Yugoslav and the post-Soviet wars. How did academic institutions relate to informal or underground social movements? What is the place of refugee scholars in the current moment of Russian expansionism? As they rethink the history of Europe’s universities, the authors?offer a new understanding of how knowledge communities have shaped, and been shaped by, upheaval, bridging the gap between histories of knowledge and new political histories of the region.

Graves, Kelisha B. / Moffett, Noran L., Africa and America's Historically Black Colleges and Universities: From Shared History to New Opportunities. (Routledge Studies on African and Black Diaspora) 222 pp. 2026:5 (Routledge, UK) <763-1226>
ISBN 978-1-032-93337-5 hard ¥47,228.- (税込) GB￡ 155.00

This book focuses on the history and prospects of the strategic alliances between African nations and America's Historically Black Colleges and Universities (HBCUs).Drawing on extensive archival and original research, the book fills critical gaps and provides a compelling, data-driven case for further collaborations. HBCUs have played a vital role in American history, nurturing change-makers from the US Civil Rights Era and the African Independence Movements, but today funding constraints and shifting student demographics are threatening their future. The African continent has the world's largest youth population, and many nations are seeking greater partnership with the US. This book argues that expanded strategic alliances between HBCUs and African nations offer a unique opportunity for mutual benefits, such as capacity building, knowledge exchange, and the overall advancement of nations and institutions on both sides. Based on extensive original research, the book combines archival materials, documentary analysis, survey research, and interviews with senior-level HBCU leaders and African educational and civil society leaders to inform its recommendations.Providing a timely analysis of the needs, conditions, barriers, and prospects for further collaboration between American HBCUs and African nations, this book will be an important read for researchers across the fields of Education, African Studies, and African American Studies, as well as for policymakers and leaders within higher education.

Yang, Huaxin, Becoming and Being a Moral-Political Education Teacher: Exploring Chinese Teachers' Experiences, 1978-2018. (Routledge Series on Schools and Schooling in Asia) 264 pp. 2026:4 (Routledge, UK) <763-1227>
ISBN 978-1-032-95988-7 hard ¥47,228.- (税込) GB￡ 155.00

Providing authentic insights into the "China model" of citizenship education, this book draws on lived experiences to offer an exploration into the professional lives of Chinese moral-political education teachers between 1978 and 2018.Rooted in Confucian philosophical and ethical frameworks shared across Asian countries, the study employs a distinctive theoretical framework of state legitimation to examine how teachers perceive and enact moral-political education in their daily practice. Using qualitative research methods, the chapters amplify the voices of educators who serve as agents of the Chinese state in educative legitimation, revealing rich, nuanced details of their lived experiences. Becoming and Being a Moral-Political Education Teacher covers curriculum and instruction, government policies and regulations, educational reforms, formal teacher education, and the realities of classroom practice in contemporary Chinese secondary schools.This novel volume will be essential reading for scholars, educators and researchers in the fields of comparative education, philosophy of education, moral and civic education as well as teacher education.

Zhang, Le, Die 'Bildungsexpansion' des hoheren Schulsystems als 'ungesunde Inflation' in der Weimarer Republik (1928-1933). (Schriften zur Ideen- und Wissenschaftsgeschichte 28) 152 S. 2025:8 (Kovac, GW) <763-1228>
ISBN 978-3-339-14536-9 paper ¥20,716.- (税込) EUR 78.80

アメリカの学校－資料による歴史　第5版
Fraser, James W. / Brewer, Dominic J. (eds.), The School in the United States: A Documentary History. 5th ed. 412 pp. 2026:5 (Routledge, UK) <763-1225>
ISBN 978-1-032-74855-9 hard ¥47,228.- (税込) GB￡ 155.00
ISBN 978-1-032-72309-9 paper ¥21,325.- (税込) GB￡ 69.99

The School in the United States collects a wide range of essential primary documents of the history of education in the United States, from colonial America to present-day political upheaval. Judiciously assembled by two scholars expert in education history, policy, and economics, this substantively revised new edition incorporates many different sources, from first-person accounts to textbook excerpts and presidential speeches. The history of American education is also a history of national debates and decisions about schooling, and Drs. Fraser and Brewer place the prominent voices of these debates in conversation through carefully curated selections that span famous thinkers like Thomas Jefferson and W. E. B. DuBois as well as ordinary classroom teachers.Organized by era, each chapter begins with a brief introduction intended to spark student interest and concludes with a detailed bibliography offering opportunities for further research. The book now features an alternative structure that allows readers to engage with the material by topic in addition to, or instead of, chronological order. Other noteworthy updates to this fifth edition include:* Numerous new documents accompanied by guidance that clearly points students to the most important ideas within.* A refocused attention on twenty-first-century documents and the experiences of contemporary teachers.* Increased coverage of diversity issues (race, gender, LGBTQ+ history, and more) and how they've been historically addressed in American education.* An extensively refreshed final two chapters that confront school shootings, debates about charter schools, the impact of COVID on schools, controversial technologies like artificial intelligence, and the purposes of public education in the United States.* Online resources such as a full instructor's manual and sample syllabi.Comprehensive enough to be read as a main text but selective enough to supplement another, The School in the United States makes accessible key readings in the history of American education in a format that encourages students to make their own evaluations as they engage with major historical debates.

Amsler, Monika, Education in Religious Contexts of Late Antiquity. (Elements in Religion in Late Antiquity) 75 pp. 2026:3 (Cambridge U. Pr., UK) <763-105>
ISBN 978-1-009-53930-2 hard ¥16,758.- (税込) GB￡ 55.00
ISBN 978-1-009-33765-6 paper ¥5,484.- (税込) GB￡ 18.00

This Element describes the most common educational processes of religious communities in the late antique period. Through a combination of historical analysis and examples, it provides an overview of the methods used to teach the alphabet and basic rhetoric, which were central to Jewish and Christian - including Manichaean - knowledge production. It also explains how this knowledge was disseminated through liturgy. Rather than viewing the material remains of these communities in isolation, this Element examines them together, overcoming the usual scholarly focus on differences between religious communities and between religious and secular education. Instead, it highlights the dynamics created by mutual exchange and ambition. Since evidence of education is generally scarce, the synopsis demonstrates that, for example, while one religious community may have a surviving textbook with exercises, another community may only have the final products of those exercises.