REVI ART. NO. BR66 PIPS. NO. 5151892 REVI ART. NO. BR67 PIPS. NO. 5151893 635 Croizier looks at the impact that Western art has had on Chinese artists after a period of isolation. By contrast, Swann revivifies a highly entertaining picture of chinois- erie from Roman times up to 18th-century Europe, which succeeded in giving the recipient countries “a vision, however false or fanciful, of a different and intriguing civilization” (p. 275). This visionary aspect is taken up in Gregory Blue’s study of the influence of real or imagined Chinese social thought on European enlightenment thinking, culminating as it does in the argument for the separation of church and state, considered one of the pillars of Western modernisation. Focusing on educational developments, three different Chinese views on past and present educational interac- tion with the West are presented, revealing the diversity within Chinese culture preva- lent even in historical times. In her introduction, Hayhoe positions Knowledge Across Cultures within the post- modernist discourse, insofar as – roughly speaking – the principles of modernity and knowledge formerly considered universally valid are no longer taken for granted, but supplemented and challenged by alternative sources of value and truth. One could go further and argue that this book also presents a – sometimes passionate – response to the postmodernist habit of what the feminist Paula Moya calls the erasure of “the distinctiveness and relationality of difference itself”, by either “fragmenting” the individual into mutually contradicting parts or by rendering “difference” itself “a discursive illusion”. The contributions to this volume clearly speak against this trend of “universalizing sameness”, despite and, one may say, because of the contributors’ intention to learn from each other. At the same time, the essays, different as they may be, unmask the illusion that through increasing global interconnectedness the access to the genuinely alternative knowledge pools of other cultures has been greatly facilitated or even fully realised. On the other hand, the mere existence of this and other books proves that dialogue is in progress and so possible. While listening to this dialogue, there seem to be at least two different, sometimes opposing perspec- tives of science and scholarship: one is marked by orthodox rigidity and rather narrow principles, which, perhaps in contrast to music, art and film, makes creative transfer between scientific cultures so painful; the other reflects the wider conception of the pan-human search for explanations and meaningfulness and the universal wish to satisfy curiosity. We ourselves are curious to learn more about this second perspec- tive. Humboldt University BARBARA SCHULTE Berlin, Germany KALLAWAY, PETER (ed.). 2002. The History of Education under Apartheid 1948–1994. The Doors of Learning and Culture Shall be Opened. New York: Peter Lang. 399 pp. ISBN: 0-8204-5754-X. The present volume represents the fruit of a project on the “History of Education under Apartheid”, which reviews this topic with special reference to Bantu education and the education of black South Africans. The project was initiated by the Centre for Education Policy Department (CEPD), supported by the Faculty of Education at the University of Western Cape and funded by the Ford and Kellogg Foundations. It gathered together a number of scholars at two workshops, one in December 1998 and the other in October 1999; the papers presented there provide the basis of this work. Its twenty chapters, preceded by the editor’s introduction, are arranged into the fol- International Review of Education – Internationale Zeitschrift für Erziehungswissenschaft – Revue Internationale de l’Education 49(6): 635–637, 2003.  2003 Kluwer Academic Publishers. Printed in the Netherlands.