LAUSR

tomed to working individually on grants and book projects need more collaborative efforts to meet the challenge of new historiography. Echoing a plea by Rury and Tamura in their editorial Introduction, he suggests that ‘The rare genre of collaborative books (without individual chapters)’ might offer a more valid alternative for an educational historiography to challenge ‘not only monocultural and monolanguage approaches but also the limits of the traditional making and circulating of texts and knowledge’ (p. 582).