Unamuno’s Theory of the Novel
C. A. Longhurst
Studies in Hispanic and Lusophone Cultures 11 July 2014

  • ‘A highly illuminating exploration regarding Unamuno’s views on narrative fiction that pays attention to the pervasiveness of elements referring to the physical and mental worlds, the author, the word, the reader, the person, the double and philosophical investigations.’ — Anna Vives, The Year's Work in Modern Language Studies 78, 2018, 193-94

The Last Days of Humanism: A Reappraisal of Quevedo’s Thought
Alfonso Rey
Studies in Hispanic and Lusophone Cultures 1511 October 2015

  • ‘A thoughtful, wide-ranging contribution from a well-known quevedista... Many interesting points are raised, for example, Quevedo’s aims in writing a wide variety of works; his indebtedness as a humanist to Greek philosophy, Roman culture and Renaissance theories; Quevedo’s aspirations in courtly circles; his commitment to his country and Catholicism; and his views on life, death, virtue and wisdom... an excellent study.’ — John A. Jones, Bulletin of Spanish Studies 95.1, January 2018, 163-64

Humanizing Childhood in Early Twentieth-Century Spain
Anna Kathryn Kendrick
Studies in Hispanic and Lusophone Cultures 307 January 2020

  • ‘So liegt ein reich recherchiertes Buch vor, das wie ein Feuerwerk der Informationen, Deutungen und auch Andeutungen erscheint... Die einzelnen Kapitel und Abschnitte zu Lerntheorien, Spielzeug, Theater, Kinderzeichnungen und Intelligenztests können als wichtige Beiträge zu neuen Entwicklungen einer vergleichenden und transnationalen Kindheitsgeschichte gelten und sind als solche zweifellos lesenswert.’ — Martina Winkler, H-Soz-Kult 11 January 2021
  • ‘Humanizing Childhood explores the debates and practices surrounding the emerging discipline of the study of childhood in early twentieth-century Spain. Linked to the transnational education reform movement in Europe and the United States, artists, poets, educators, and philosophers in Spain developed new frameworks to understand the “world of the child” in order to guide children to their full human potential... The book provides a welcome addition to the relatively undeveloped field of the Spanish history of childhood.’ — Pamela Beth Radcliff, Journal of the History of Childhood and Youth 15.1, Winter 2021, 165-67 (full text online)
  • ‘A carefully documented celebration of early twentieth-century Spanish humanism and its positive impact on childhood representation and education. Spanish teachers, intellectuals, and artists pressed for a science of childhood which was constructed from advances in science, art, literature, and culture, centred on the dynamic and creative aspects of the holistic child in which mind, body, and spirit were viewed as one.’ — David Foshee, Modern Language Review 116.4, October 2021, 668-69 (full text online)
  • ‘Humanizing Childhood in Early Twentieth-Century Spain is an impressive achievement. It not only constitutes a major contribution to the field of child development and paedological teaching and learning (especially with respect to the New Education movement and its Spanish representatives), but it also opens a window to how the fundamental question of human nature was addressed and problematized throughout Spain during a period of unprecedented social change... An excellent book with broad appeal.’ — Nicolás Fernández-Medina, Bulletin of Spanish Studies 2021 (full text online)
  • ‘Definitivamente, el gran valor de este libro es el esfuerzo intelectual que hace la autora para identificar conexiones significativas dentro del amplio tema de la infancia entre la historia de la ciencia, la historia de la educación, la historia cultural, la historia literaria y la historia de arte, entre otros.’ — Gabriela Ossenbach, Boletín de Historia de la Educación 2021