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📅 前回ニュース (2024-06-10) 以降 〜 2024-06-24 の追加分 NEW （全分野の追加書誌をまとめて表示しています）

人文・社会科学の学術専門洋書 新刊書誌情報

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931

📂 教育学 ／ 教育過程・教育心理 ・ 心理学 ／ 心理学 ・ 心理学 ／ 認知心理学・認知科学

Colvin, Molly / Reesman, Jennier Linton / Glen, Tannahill, Neurodevelopment in the Post-Pandemic World : The Altered Trajectory of Children's Education, Mental Health, and Brain Development. 264 pp. 2024:9 (Oxford U. Pr., US) <726-1262 726-1269>

ISBN 978-0-19-776263-9 hard ￥21,736.- (税込) ※（※）価格はご注文時の参考価格となります。
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This book discusses how the radical psychosocial changes during the COVID-19 pandemic may impact neurodevelopment from birth through the transition to early adulthood, thereby altering the trajectory of psychological, social, and academic development in the years to come. The COVID-19 pandemic caused worldwide and sustained educational and psychosocial disruption for children and adolescents. Schools, when they were able to remain open, quickly shifted to adopt untested virtual instruction methods that varied widely in implementation. Youth were exposed to increased stress at home, including adverse childhood experiences (ACEs), and mental health conditions increased. Young children who needed support for developmental and learning delays, as well as disabilities, missed critical interventions and/or entered school later. Older adolescents were lost entirely from the educational system. Although the acute phase of the pandemic has passed, the significant developmental and psychosocial impact on this generation of young people will be felt for decades to come, especially as resources have not yet been allocated in a manner that effectively and aggressively intervenes on behalf of those most impacted. Academic achievement data has shown significant attenuation in math and reading gains. The mental health system is presently unable to meet the demands of the population, prompting prominent national health care provider associations and other experts to declare a state of emergency for youth mental health. There are significant implications of changes in academic achievement for the identification of disability using pre-pandemic methods, especially for the fields of forensic neuropsychology and special education law. Radical educational and psychosocial changes during the COVID-19 pandemic may impact neurodevelopment from birth through the transition to early adulthood, with lasting impacts on psychological and social functioning, as well as academic achievement, especially for vulnerable youth. Altered Trajectories shows how the lessons of the COVID-19 pandemic have the potential to be a catalyst for change. In a world that anticipates future sudden and calamitous psychosocial disruption due to climate change or new pandemics, the information within this book is expected to be of use both in the immediate term and the future. This information has the potential to shape progress in the fields of psychology, developmental neuroscience, sociology, public policy, and the law.
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932

📂 心理学 ／ 心理学

Boyatzis, Richard E., The Science of Change : Discovering Sustained, Desired Change from Individuals to Organizations and Communities. 352 pp. 2024:10 (Oxford U. Pr., US) <726-1268>

ISBN 978-0-19-776511-1 hard ￥8,462.- (税込) ※（※）価格はご注文時の参考価格となります。
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A detailed exploration and integration of behavior change research into a unifying multi-level fractal theory, Intentional Change Theory (ICT), showing the science behind sustained, desired change at the individual, dyadic, team, organizational, community, and country levels. Change is constant and ever-present in everyday life. Yet sustained, desired change is much harder to grasp. Bringing together 50 years of research into behavior change, The Science of Change explores Intentional Change Theory (ICT) and highlights how the model can be used to understand and support lasting change. In this book, Richard E. Boyatzis presents a unifying theory for lasting change with an examination of each phase and principle in this multi-level, fractal theory and provides examples of sustained, desired change at the individual, dyadic, team, organization, community, and country levels. The five phases of ICT describe a cycle of change. It starts with a vision of an ideal self, examines the real self, and then creates a learning agenda for getting closer to the vision before applying it through experimentation and practice and building resonant relationships to enable the entire process. It highlights how the ideal self and a shared vision are the drivers of change, that goal setting and problem solving suppress openness to new ideas and people, and that resonant relationships are characterized by shared vision, shared compassion, and shared energy. The framework described in this book is equally applicable to getting better at playing the guitar, achieving a department sales target, rallying a community to action over a toxic spill, or mobilizing a country to fight a pandemic.
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933

📂 心理学 ／ 心理学 ・ 心理学 ／ 認知心理学・認知科学

M.トマセロ著　エージェンシーと認知発達 Tomasello, Michael, Agency and Cognitive Development. (Oxford Series in Cognitive Development) 224 pp. 2024:9 (Oxford U. Pr., UK) <726-1273 726-1288>

ISBN 978-0-19-889657-9 hard ￥15,044.- (税込) ※（※）価格はご注文時の参考価格となります。
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Children of different ages live in different worlds. This is partly due to learning: as children learn more and more about the world they experience it in different ways. But learning cannot be the whole story or else children could learn anything at any age - which they cannot. In a startlingly original proposal, Michael Tomasello argues that children of different ages live and learn in different worlds because their capacities to cognitively represent and operate on their experience change in significant ways over the first years of life. These capacities change because they are elements in a maturing cognitive architecture evolved for agentive decision making and action, including in shared agencies in which individuals must mentally coordinate with others. The developmental proposal is that from birth infants are goal-directed agents who cognitively represent and learn about actualities; at 9 -12 months toddlers become intentional (and joint) agents who also imaginatively and perspectivally represent and learn about possibilities; and at 3-4 years preschool youngsters become metacognitive (and collective) agents who also metacognitively represent and learn about objective/normative necessities. These developing agentive architectures - originally evolved in humans' evolutionary ancestors for particular types of decision making and action - help to explain why children learn what they do when they do. This novel agency-based model of cognitive development recognizes the important role of (Bayesian) learning, but at the same time places it in the context of the overall agentive organization of children at particular developmental periods.
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934

📂 歴史学 ／ 近・現代史全般

〔英訳〕長い20世紀における欧州－トランスナショナルな歴史 Cornelissen, Christoph, / Tr. by J. Spengler, Europe in the Long Twentieth Century : A Transnational History. Tr. by J. Spengler. 496 pp. 2024:11 (Oxford U. Pr., UK) <726-1352>

ISBN 978-0-19-287142-8 hard ￥39,187.- (税込) ※（※）価格はご注文時の参考価格となります。
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Thanks to their economic and military strength, the European empires had achieved global supremacy by 1900, with large parts of the world under their dominance in the wake of colonial expansion. This situation fuelled ideas of Europe's permanent, almost natural global superiority, especially among the middle classes. However, as early as the First World War, such claims came under increasing pressure. This volume explains the role played by modern nationalism and anti-imperial movements, the competition between different political orders, changes in the economy and society, and the great ideas and utopias. Their interplay gave rise to enormously destructive forces in Europe. From the Boer and Balkan wars before 1914 to the Yugoslav wars of the 1990s and the Ukraine war since 2022, they have produced a continuum of violence. At the same time, the great promise of political participation and social security is one of the constants of Europe's history in the long twentieth century. Against this backdrop, modern societies emerged whose values had moved far away from the older models. Perceptions of the role of the sexes, families, and generations changed fundamentally. In addition, the major internal European migrations, together with the global immigration that became increasingly significant after 1945, ensured that the ethnic profile of European societies changed considerably. Europe in the Long Twentieth Century shows how, on the one hand, these different factors led to a Europeanisation of living and working conditions and, at the same time, how the political and economic integration of the countries of Europe progressed. On the other hand, it demonstrates how Europe's role in the global context changed fundamentally. As much as the geopolitical provincialisation of Europe continued unabated, Europeans were constantly searching for new ways to assert themselves throughout the long twentieth century. The search continues.
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935

📂 社会学 ／ 文化の社会学、カルチュラル・スタディーズ ・ 移民史・移民問題、少数民族、人種問題 ／ 移民史・移民問題、少数民族、人種問題 ・ 言語学 ／ 社会言語学

Dalphinis, Morgan / Edwards, Duane et al. (eds.), Creole Cultures. Vol. 2 : Creole Identity and Language Representations. 250 pp. 2024:10 (Palgrave Macmillan, UK) <726-1098 726-1159>

ISBN 978-3-031-55236-6 hard ￥34,459.- (税込) ※（※）価格はご注文時の参考価格となります。
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This edited book considers the significance of creole cultures within current, changing global contexts located within post-colonial and developing states. It also examines safeguarding the languages and cultural practices that sustain creole identities.

The concept of Creolity as approached through the different lenses of postcolonial studies, history, and anthropology is used here to consider the social constructions of creole identities, their political and economic realities and how they are experienced as changing, particularly in the modern context. Themes explored are creole societies, folklore and orature, cultural hegemony, cultural sociology, hybridity, and national cultural Identity.


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936

📂 社会学 ／ 文化の社会学、カルチュラル・スタディーズ

Marini, Anna Marta / Fuchs, Michael (eds.), The Gothic and Twenty-First-Century American Popular Culture. (European Perspectives on the United States) 248 pp. 2024:5 (Brill, NE) <726-1113>

ISBN 978-90-04-69805-5 hard ￥34,197.- (税込) ※（※）価格はご注文時の参考価格となります。
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The Gothic and Twenty-First-Century American Popular Culture examines the gothic mode deployed in a variety of texts that touch upon inherently US American themes, demonstrating its versatility and ubiquity across genres and popular media. The volume is divided into four main thematic sections, spanning representations related to ethnic minorities, bodily monstrosity, environmental anxieties, and haunted technology. The chapters explore both overtly gothic texts and pop culture artifacts that, despite not being widely considered strictly so, rely on gothic strategies and narrative devices.
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937

📂 社会学 ／ 文化の社会学、カルチュラル・スタディーズ ・ 社会学 ／ マスコミ・マスメディア

Newiak, Denis / Maeder, Dominik / Schwaab, Herbert (eds.), Television Studies and Research on Series : Theory, History and Present of (post-)televisual Seriality. 311 pp. 2024:7 (Springer, GW) <726-1117 726-1136>

ISBN 978-3-658-42914-0 paper ￥22,530.- (税込) ※（※）価格はご注文時の参考価格となります。
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Television series enjoy an unbroken - popular as well as scholarly - attention. It is surprising, however, that in works on seriality in media and cultural studies, approaches to television studies and television history still play a rather minor role. Yet seriality should always be thought of in terms of television, since the two have always been inextricably interwoven - economically, technically and aesthetically. But what else constitutes the serial in television and how does it change its face in times of digitalization, streaming and interactivity? Is it possible to think of a genuine serial theory of the televisual - and what, in turn, can be learned from this for seriality beyond television? The essays in this volume contribute to shedding new light on the serial as a core principle of television and to providing new impulses for a television theory of the serial on the basis of diverse examples from the current range of television series.

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938

📂 社会学 ／ 文化の社会学、カルチュラル・スタディーズ

Twist, Joseph, Cultural Responses to the Far Right in Contemporary Germany : Kunstszene gegen rechte Szene. (German Monitor) 246 pp. 2024:8 (Brill, NE) <726-1127>

ISBN 978-90-04-70091-8 hard ￥29,161.- (税込) ※（※）価格はご注文時の参考価格となります。
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Against the backdrop of an insurgent far right and numerous deadly neo-Nazi attacks, various cultural practitioners have written far-right violence into Germany's collective memory and imagined more inclusive futures in its wake. This volume explores contemporary examples from literature, music, theatre, film, television and art that respond to this situation. They demonstrate that, alongside the ways in which art expands the public sphere in terms of what is said and who is heard, aesthetic questions of how artistic works are presented are a crucial part of how they open up new perspectives.
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939

📂 文化・社会人類学 ／ 文化・社会人類学

Haddad, Fernando, The Excluded Third : Contribution to a Dialectical Anthropology. (Studies in Critical Social Sciences) 180 pp. 2024:8 (Brill, NE) <726-1142>

ISBN 978-90-04-70089-5 hard ￥48,513.- (税込) ※（※）価格はご注文時の参考価格となります。
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In view of the new forays from biology into the Humanities, this book aims not only to demonstrate the inconsistencies of the theory of evolution in addressing cultural dynamics, but also to offer an alternative that begins from a resumption of the dialogue between anthropology and historical materialism in which dialectics reintroduces itself to anthropology from different premises and the role of symbolic language within materialism is reevaluated.
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940

📂 文化・社会人類学 ／ 文化・社会人類学

van Roekel, Eva / Murphy, Fiona (eds.), A Collection of Creative Anthropologies : Drowning in Blue Light and Other Stories. (Palgrave Studies in Literary Anthropology) 323 pp. 2024:8 (Palgrave Macmillan, UK) <726-1150>

ISBN 978-3-031-55104-8 hard ￥11,926.- (税込) ※（※）価格はご注文時の参考価格となります。
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A Collection of Creative Anthropologies brings together a series of creative work of anthropologists who share the art of writing that arises from 'ordinary' engagement and reveals its potential for the reimagining of anthropological futures and alternative worlds. This is a collection of creative anthropology anchored in experimentality and encouragement. A book that defies imaginaries of academic convention through the cultivation of a mundus imaginalis requiring moments of pause, of introspection, and of discomfort. This centring of creativity at the heart of anthropology subtly conveys how the complex ethical and moral issues around fieldwork and anthropological theorising can be reflected on through writing otherwise, in creative spaces such as this book. A Collection of Creative Anthropologies fits the current call for radical revisions of the academic canon in anthropology, and the social sciences and humanities more broadly.

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941

📂 移民史・移民問題、少数民族、人種問題 ／ 移民史・移民問題、少数民族、人種問題

移民の調査方法ハンドブック　第2版 Allen, William / Vargas-Silva, Carlos (eds.), Handbook of Research Methods in Migration. 2nd ed. (Elgar Handbooks in Migration) 394 pp. 2024:10 (E. Elgar, UK) <726-1151>

ISBN 978-1-80037-802-5 hard ￥65,521.- (税込) ※（※）価格はご注文時の参考価格となります。
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In this thoroughly revised and updated second edition, William Allen and Carlos Vargas-Silva bring together a diverse range of experts to explore the latest research methods in migration studies, taking stock of major changes that have been salient for migration research-as well as the social sciences more broadly-in the last decade. Spanning a variety of different methodologies, this second edition of the Handbook of Research Methods in Migration provides practical guidance on designing, completing, and communicating migration research, considering diverse audiences including migrants themselves.



Chapter authors reflect on and engage with trends of migration research, with seventeen new chapters covering developments in data sources, techniques, and practical issues impacting migration researchers. They assess quantitative methods, including surveys, conjoint analysis and satellite data, as well as qualitative methods such as archival research, language patterns and the use of social media. Ultimately, they consider the use of these methods in specific case studies, before focusing on how to address practical and ethical issues that can arise during the process of migration research.



Expertly developing the ideas discussed in the first edition, this Handbook is a crucial resource for students and scholars of development studies, human geography and social science research methods. It also appeals to researchers working on migration in all its forms, as well as ethnicity, discrimination and demographic change.

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942

📂 移民史・移民問題、少数民族、人種問題 ／ 移民史・移民問題、少数民族、人種問題 ・ 歴史学 ／ ファシズム・抵抗運動史

Hammel, Andrea / Homer, Stephanie (eds.), The Second and Third Generation : The Legacy of Forced Migration from Nazi Europe. (Yearbook of the Research Centre for German and Austrian Exile Studies) 226 pp. 2024:9 (Brill, NE) <726-1161 726-1392>

ISBN 978-90-04-70102-1 paper ￥26,244.- (税込) ※（※）価格はご注文時の参考価格となります。
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The Second and Third Generation have become increasingly active in remembering and researching their families' pasts, especially now that most refugees from National Socialism have passed away. How was lived experience mediated to them, and how have their own lives and identities been impacted by persecution and flight?
This volume offers a valuable insight into the personal experience of the Second Generation, as well as a perceptive analysis of film, art, and literature created by or about the subsequent generations. Recurring themes of silences, transferred trauma, postmemory, and "roots journeys" are explored, revealing the distance, connection, and collaboration between the generations.

Contributors are: David Clark, Miriam E. David, Rachel Dickson, Yannick Gnipep-oo Pembouong, Anita H. Grosz, Andrea Hammel, Brean Hammond, Stephanie Homer, Merilyn Moos, Angharad Mountford, Teresa von Sommaruga Howard, Jennifer Taylor, and Sue Vice.
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943

📂 ジェンダー研究・女性史・家族史 ／ ジェンダー研究・女性史・家族史 ・ 言語学 ／ 第二言語習得

Rashed, Doaa / Suarez, Debra, (eds.), Female Leadership Identity in English Language Teaching : Autoethnographies of Global Perspectives. (Critical New Literacies: The Praxis of English Language Teaching and Learning) 338 pp. 2024:6 (Brill, NE) <726-1191 726-1464>

ISBN 978-90-04-70218-9 hard ￥48,778.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70217-2 paper ￥21,208.- (税込) ※（※）価格はご注文時の参考価格となります。
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Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.

Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sanchez-Martin, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
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944

📂 教育学 ／ 教育思想史・教育理論

Tromp, Catrinel / Sternberg, Robert J. et al. (eds.), Constraints in Creativity. (Advances in Creativity and Giftedness) 260 pp. 2024:7 (Brill, NE) <726-1211>

ISBN 978-90-04-70722-1 hard ￥48,248.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70721-4 paper ￥17,231.- (税込) ※（※）価格はご注文時の参考価格となります。
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All creative work operates under constraints. Yet, despite an overall increase in attention over the past decade, the matter of constraints has received much less attention than has creativity, in general. This book represents an effort by the editors to integrate diverse perspectives on constraints in creativity from 22 researchers, who aim to define constraints, uncover their structure, delineate the conditions under which they facilitate or inhibit creativity, and outline how an understanding of the role of constraints in creative thinking can inform our understanding of the nature of creativity itself.

Constraints in Creativity provides educators, managers, creativity researchers, and anyone looking to improve their own creative skills with theoretical and practical insights into the role of constraints in the creative process.

Contributors are: Don Ambrose, John Baer, Paul Joseph Barnett, Michael Mose Biskjaer, Nathalie Bonnardel, Anthony Chemero, Peter Dalsgaard, Vlad Glaveanu, Armand Hatchuel, James C. Kaufman, Agnes Lellouche-Gounon, Pascal Le Masson, Kelsey E. Medeiros, Roni Reiter-Palmon, Eric Rietzschel, Wendy Ross, Diana Rus, Dean Keith Simonton, Robert J. Sternberg, Patricia D. Stokes, Catrinel Tromp and Benoit Weil.
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945

📂 教育学 ／ 教育思想史・教育理論

Tshang, Kwok Kuen, Looking beyond Words : Visual Research Methods in Education. (Beijing Normal University International Education Series) 224 pp. 2024:6 (Brill, NE) <726-1212>

ISBN 978-90-04-70214-1 hard ￥26,244.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70213-4 paper ￥11,929.- (税込) ※（※）価格はご注文時の参考価格となります。
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In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change.

The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.

Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.

Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
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946

📂 教育学 ／ 教育思想史・教育理論

Urbanski, Sebastien / Bell, Lucy, Global Citizenship Education : Modern Individualism under the Test of Cosmopolitanism. (Comparative and International Education: Francophonies) 232 pp. 2024:4 (Brill, NE) <726-1213>

ISBN 978-90-04-70116-8 hard ￥35,788.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70115-1 paper ￥14,580.- (税込) ※（※）価格はご注文時の参考価格となります。
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Global citizenship education is an essential topic in an increasingly interconnected world. Indeed the need for inclusive and globally conscious education, embedded in cosmopolitanism, is recognised as a way to prepare individuals to navigate diverse cultures, address global challenges, and actively participate in a globalised world.

Being both scientific and political, these challenges require an interdisciplinary exploration of citizenship education, merging sociology, philosophy, as well as education and training sciences. To do this, Global Citizenship Education: Modern Individualism under the Test of Cosmopolitanism offers a framework that integrates Durkheim's holistic approach with critical republicanism.

The book is also rooted in the analysis of data collected through GlobalSense, a research project that focuses on preparing teachers to navigate the complexities of GCE within an international context. By presenting both a theoretical reflection and an analysis of an international training program within universities, this book can be of interest to academics, teacher trainers and (future) teachers themselves.
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947

📂 教育学 ／ 教育思想史・教育理論 ・ 教育学 ／ 教育過程・教育心理

Vygotsky, L. S., L. S. Vygotsky's Pedological Works. Volume 4 : Pedology of the Adolescent II: Pedology of the Transitional Age as a Psychological and Social Problem. (Perspectives in Cultural-Historical Research) 384 pp. 2024:7 (Springer, GW) <726-1214 726-1266>

ISBN 978-981-9715-36-7 hard ￥42,412.- (税込) ※（※）価格はご注文時の参考価格となります。
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This book contains a new translation of the second half of the Pedology of the Adolescent by the renowned Soviet thinker, educator and teacher L.S. Vygotsky. It was a correspondence course written by Vygotsky for teachers across the Soviet Union, and it constitutes the longest work published in his lifetime. Four chapters have never been translated before and appear here for the very first time. With this volume, Vygotsky concludes the sustained argument he commenced in Vol. 3 Pedology of the Adolescent I: Pedology in the Transitional Age, establishing the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete nature of the distinction between the lower psychological functions we largely have in common with animals and those that are specific to fully social humans. In this volume Vygotsky "puts flesh on the skeleton" of his working hypothesis concerning the interests and the development of concepts in the psychology of the adolescent. He then frames concepts as a special case of developing higher psychological functions, and demonstrates the roots of that development in the social environment. Many of the problems Vygotsky broaches in these new chapters--the choice of a profession, the initiation of the adolescent into working life--are still of immediate, not to say urgent, relevance today. The volume concludes with a remarkable vision of a society "where production is organized for the producers" that still seems far ahead of its time and still ahead of our own.
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948

📂 教育学 ／ 教育思想史・教育理論

Waghid, Yusef / Al-Asfour, Ahoud (eds.), Values, Education, Emotional Learning, and the Quest for Justice in Education. (Comparative and International Education: Diversity of Voices) 248 pp. 2024:7 (Brill, NE) <726-1215>

ISBN 978-90-04-70678-1 hard ￥45,067.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70677-4 paper ￥19,087.- (税込) ※（※）価格はご注文時の参考価格となります。
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In this book, emotional teaching-learning is explored as it is cultivated based on teachers' and learners' attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions.

Contributors are: Ahoud Alasfour, N'Dri Therese Assie-Lumumba, Emiliano Bosio, Jose Bras, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Goncalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
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949

📂 教育学 ／ 教育行政・教育制度

Ata, Abe W, Attitudes of Interfaith Students in the West : Educational Insights from Australia, New Zealand and Germany. 228 pp. 2024:8 (Brill, NE) <726-1217>

ISBN 978-90-04-69898-7 hard ￥29,161.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-69897-0 paper ￥13,255.- (税込) ※（※）価格はご注文時の参考価格となります。
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The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of Western media outlets was to portray Muslims as a global threat. In social, cultural and political contexts, Muslims were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not marry into a Muslim family.

This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
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950

📂 教育学 ／ 教育行政・教育制度

教育におけるカリブ海及びアフリカ研究ハンドブック Fraser-Burgess, Sheron / Four-Babb, J. D. et al. (eds.), The Bloomsbury Handbook of Caribbean and African Studies in Education. (Bloomsbury Handbooks) 392 pp. 2024:10 (Bloomsbury Academic, UK) <726-1222>

ISBN 978-1-350-37367-9 hard ￥47,025.- (税込) ※（※）価格はご注文時の参考価格となります。
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This handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame education in Africa and the Caribbean; the present challenges and opportunities of Education in the regions; and future opportunities for education post-2020.
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951

📂 教育学 ／ 教育行政・教育制度

Lyngstad, Mette Boe / Schei, T. B. / Odegaard, E. E. (eds.), The Shaping of Professional Identities : Revisiting Critical Event Narrative Inquiry. (Critical Storytelling) 252 pp. 2024:6 (Brill, NE) <726-1226>

ISBN 978-90-04-69922-9 hard ￥21,208.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-69921-2 paper ￥11,929.- (税込) ※（※）価格はご注文時の参考価格となります。
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This thought-provoking research anthology adopts a postmodern stance and fills in a gap of knowledge for the education of professional development in teacher education, health sciences and the arts. Allowing subjectivity and multiple voices, the authors add to the intimate and negotiated knowledge of being and becoming - indigenous, architect, mother, teacher, health researcher, and supervisor. In fifteen chapters, the authors share knowledge of pain and reward in critical events in the realm of professional identity formation. The book provides a selection of personal and far-reaching stories and adds to the reflexivity of memories of critical events.

Contributors are: Geir Aaserud, Asta Birkeland, Bodil H. Blix, Sidsel Boldermo, Mimesis Heidi Dahlsveen, Nanna Kathrine Edvardsen, Rikke Guergens Gjaerum, Tona Gulpinar, Carola Kleemann, Tove Lafton, Mette Boe Lyngstad, Elin Eriksen Odegaard, Anna-Lena Ostern, Alicja R. Sadownik, Tiri Bergesen Schei and Vibeke Solbue.
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952

📂 教育学 ／ 教育行政・教育制度

数学教育におけるデジタル・リソース・ハンドブック Pepin, Birgit / Gueudet, Ghislaine / Choppin, J. (eds.), Handbook of Digital Resources in Mathematics Education. (Springer International Handbooks of Education) 1409 pp. 2024:7 (Springer, GW) <726-1228>

ISBN 978-3-031-45666-4 hard ￥106,036.- (税込) ※（※）価格はご注文時の参考価格となります。
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This handbook presents the state-of-the art scholarship on theoretical frames, mathematical content, learning environments, pedagogic practices, teacher professional learning, and policy issues related to the development and use of digital resources in mathematics education.
With the advent of more and more open access digital resources, teachers choose from the web what they see fit for their classroom; students choose 'in the moment' what they need for their projects and learning paths. However, educators and students often find it difficult to choose from the abundance of materials on offer, as they are uncertain about their quality and beneficial use. It is clear that at a time of bouleversement of the teaching-learning processes, it is crucial to understand the quality and the (potentially) transformative aspects of digital resources. This book provides comprehensive analyses of and insights into the transformative aspects of digital resources.
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953

📂 教育学 ／ 大学・高等教育

Bradford, Brent (ed.), The Doctoral Journey : Educationalist Perspectives. (The Doctoral Journey in Education) 180 pp. 2024:7 (Brill, NE) <726-1240>

ISBN 978-90-04-70014-7 hard ￥37,379.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70013-0 paper ￥15,110.- (税込) ※（※）価格はご注文時の参考価格となります。
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Earning a doctorate can be a daunting, yet rewarding, venture; the doctoral journey can include immeasurable sacrifice (e.g., health, family, finances). This edited volume-a collective narrative-comprises diverse educationalist perspectives from scholars who have successfully navigated the doctoral journey. Clearly articulated throughout this collective narrative, there are innumerable ways to complete the doctoral journey; the laborious journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. Personal accounts of resilience and growth serve as sources of inspiration while offering sage advice, genuine insights, and significant analyses-all seamlessly connected.

Contributors are: Laurie Hill, Makie Kortjass, Michael Paul Lukie, Ntokozo Mkhize-Mthembu, David G. Ngatia, Heather Raymond, Alessandra Romano, Pearl Subban, Kathy Toogood and Barbara van Ingen.
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954

📂 教育学 ／ 大学・高等教育

Dall'Alba, Gloria (ed.), Being and Becoming through Higher Education : Expanding Possibilities. (Debating Higher Education: Philosophical Perspectives) 273 pp. 2024:8 (Springer, GW) <726-1242>

ISBN 978-981-9720-61-3 hard ￥45,063.- (税込) ※（※）価格はご注文時の参考価格となります。
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This book focuses on the importance of an ontological dimension for today's higher education, with critical attention to implications for the student experience, engagement, satisfaction, wellbeing, employability, (dis)embodiment and activism in which students take a stand on their own being and becoming. In accessible language, key philosophical ideas are explored for their relevance to contemporary higher education, integrating philosophical with pedagogical perspectives.

Although much of the material has been published previously, there is value in bringing it together into a single volume in exploring an ontological dimension of higher education as it is embodied. In doing so, the book demonstrates benefits to pedagogy through sustained attention to philosophy and theory, and vice versa, thereby contributing to recent heightened interest in the philosophy and theory of higher education. This book is intended to prompt re-imagining the ways in which higher education is conceived and conducted. An argument is put forward for greater emphasis on expanding possibilities for knowing, acting and being, toward fuller lives of interdependence with others and things in an interconnected world. Through highlighting an ontological dimension in this manner, a hope-filled future emerges for higher education.

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955

📂 教育学 ／ 大学・高等教育

高等教育におけるコンテクストと変革的リーダーシップ・ハンドブック Drinkwater, Mary / Deane, Patrick (eds.), The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education. (Bloomsbury Handbooks) 384 pp. 2024:9 (Bloomsbury Academic, UK) <726-1243>

ISBN 978-1-350-40632-2 hard ￥43,890.- (税込) ※（※）価格はご注文時の参考価格となります。
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The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education explores the importance of cultural, political, socioeconomic and historical context in change leadership in higher education. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore the importance of context to the development of the field. A broad range of topics are covered, including skills, strategies and dispositions; local, regional and cross-national partnership development; opportunities and considerations for technology; and, future visions. Countries covered include Argentina, Brazil, Canada, Columbia, Dubai, Ghana, Japan, Malaysia, South Africa, Turkey, the UK and the USA.

The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

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956

📂 教育学 ／ 大学・高等教育

高等教育の変革的リーダーシップにおける価値と倫理の変化ハンドブック Drinkwater, Mary / Waghid, Yusef (eds.), The Bloomsbury Handbook of Values and Ethical Change in Transformative Leadership in Higher Education. (Bloomsbury Handbooks) 352 pp. 2024:9 (Bloomsbury Academic, UK) <726-1244>

ISBN 978-1-350-40627-8 hard ￥43,890.- (税込) ※（※）価格はご注文時の参考価格となります。
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The Bloomsbury Handbook of Values and Ethical Change in Transformative Leadership in Higher Education explores the theoretical and conceptual frameworks which can broaden and deepen an educational leader's knowledge and skill set related to values and ethical change in times of crises and change. With contributions from five continents, the handbook brings together multi-contextual perspectives to the understanding and application of the theoretical and conceptual models in the field. A broad range of leadership skills and approaches are explored, including collaborative, democratic, learning-centered, transactional, charismatic, transformative, transformational, Stieglerian nootechnologies, agency theory, and network leadership. Countries covered include Australia, Brazil, Canada, Cyprus, India, Italy, Portugal, South Africa, and the UK.

The book forms part of the The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

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957

📂 教育学 ／ 大学・高等教育 ・ 心理学 ／ 臨床心理学

アカデミック・メンタルヘルス研究ハンドブック Edwards, Marissa S. / Martin, Angela J. et al. (eds.), Research Handbook of Academic Mental Health. 554 pp. 2024:10 (E. Elgar, UK) <726-1245 726-1291>

ISBN 978-1-80392-507-3 hard ￥77,121.- (税込) ※（※）価格はご注文時の参考価格となります。
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There has been much recent commentary regarding a 'crisis' in academic mental health and wellbeing. This Research Handbook showcases cutting-edge studies and insightful narratives on the wellbeing of doctoral students, early career researchers, and faculty members, illuminating the current state of academic mental health research. Importantly, authors also offer potential solutions to the increasingly poor mental health reported by those working and studying in the higher education sector.

Across 30 chapters, the authors discuss vital and underexplored issues within the field, including the mental ill health of historically marginalized students, growing concerns about the work-life balance of faculty, and the unique struggles of non-tenured faculty. The editors conclude with an agenda for future research and practical recommendations for different stakeholders, with particular attention to actions that must come from university leaders.

Timely and essential reading, this Research Handbook is crucial for doctoral students, postdoctoral researchers, faculty and support staff of any discipline as well as senior leaders in higher education. Collectively, the authors demonstrate that urgent action is needed to address long-standing systemic issues in universities to improve mental health and wellbeing in future.

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958

📂 教育学 ／ 大学・高等教育 ・ 教育学 ／ 障害者教育

Ndlovu, Sibonokuhle, Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education : Affordances and Challenges. (African Higher Education: Developments and Perspectives) 180 pp. 2024:6 (Brill, NE) <726-1249 726-1259>

ISBN 978-90-04-69714-0 hard ￥32,607.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-69713-3 paper ￥11,929.- (税込) ※（※）価格はご注文時の参考価格となります。
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To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education.

Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.

Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author's nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
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959

📂 教育学 ／ 大学・高等教育

Nooij, Jessica / Broucker, Bruno / Gannon, A. et al. (eds.), Shaping the World of Change : Higher Education as a Key Enabler. (Higher Education: Linking Research, Policy and Practice) 256 pp. 2024:6 (Brill, NE) <726-1250>

ISBN 978-90-04-70576-0 hard ￥34,463.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-90-04-70575-3 paper ￥14,580.- (税込) ※（※）価格はご注文時の参考価格となります。
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版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。 EUR 55.00 お気に入り ★★★ カートに入れる
This book sets out the theme of a world that is changing rapidly and higher education being an important agent in shaping that change through knowledge generation, transfer and innovation. The chapters in this book focus on this shaping role of higher education along a number of key areas: governance, sustainability, teaching and learning, student agency, quality and internationalization. From these different topics, this volume presents ways in which higher education helps dealing with and shaping the educational and societal changes that we are facing in the aftermath of the pandemic and challenges that we are expecting in the near future.

Contributors are: Victor M. H. Borden, Bruno Broucker, Edel Cassar, Barbara Coelho Gabriel, Cindy Cogswell, Julia Draghi, Brigitte Ecker, Pinar Eldemir, Klaus Feldmann, Claudia Figueiredo, Anne Gannon, Jussi Kivistoe, Manja Klemencic, Theodor Leiber, Nandarani Maistry, Sara Moreno Pires, Takalani Muloiwa-Klenam, Darlington Mutakwa, Erna Nairz-Wirth, Ruaidhri Neavyn, Jessica Nooij, Mark O'Hara, Beate Pawle, Alexandra Polido, Maria Poeschl, Silke Preymann, Verena Regent, Lotte Scheeren, Kateryna Suprun, Robertt Valente, Floris J. N. van Berckel Smit, Annemieke van der Horst and Sabine Weiss.
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📂 教育学 ／ 成人・社会教育

Pilz, Matthias (ed.), Informal Learning in Vocational Education and Training : Illuminating an Elusive Concept. (Internationale Berufsbildungsforschung) 398 pp. 2024:7 (Springer VS, GW) <726-1257>

ISBN 978-3-658-44340-5 paper ￥37,110.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。 EUR 139.99 お気に入り ★★★ カートに入れる
Entering educational debate more than 50 years back, the notion of informal learning is still highly relevant today and of specific interest in the context of vocational education and training (VET). Still, we do not know a lot about a wide range of aspects of the topic as well as interactions between formal and informal learning. Defining the latter precisely presents difficulties to the world of research, as the concept itself is characterised by flexibility and openness. This book was initiated to fill a gap in understanding informal learning in the context of training and development. 18 chapters cover a wide range of aspects and different objectives, levels and places of informal learning. Authors from different parts of Europe as well as Japan, Australia, India and Bangladesh have been selected to contribute to the topic from varying country perspectives. As such, this volume makes a unique contribution in exploring informal learning in VET.
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