In A Seventeenth-Century Odyssey Gábor Kármán reconstructs the life story of a lesser-known Hungarian orientalist, Jakab Harsányi Nagy. The discussion of his activities as a school teacher in Transylvania, as a diplomat and interpreter at the Sublime Porte, as a secretary of a Moldavian voivode in exile, as well as a court councillor of Friedrich Wilhelm, the Great Elector of Brandenburg not only sheds light upon the extraordinarily versatile career of this individual, but also on the variety of circles in which he lived. Gábor Kármán also gives the first historical analysis of Harsányi’s contribution to Turkish studies, the Colloquia Familiaria Turcico-latina (1672).

Public education, once considered a dogmatic institution in the 20th century, now finds itself challenged at almost every level in todays sociopolitical environment. New realities, as evidenced by the political complexities of the global village, widespread technological advances that undermine established educational practices, and ever mounting pressures on the curriculum to appease corporate interests have altered the face of public education forever, leaving educators seemingly stranded in the middle of a pedagogical minefield without a map or compass to get out. This book is written to help educational leaders who want to make a difference. Each chapter is devoted to the sociopolitical realities being faced by educators who are not only in leadership positions, but also those who are either aspiring to be in leadership positions, or those who have had leadership thrust upon them. In every case, this book will help to clarify the issues and challenges that every good leader must face. At the end of each chapter you will find carefully constructed questions that will help guide you or your study group through a process of discussion of the presented concepts. We know when you finish working through this book that your leadership and that of your team will function fully informed and capable of addressing the needs of the 21st century school.

In the newly emerging global economic order governments and policy makers are keen to seek ideas from other countries and recognise the importance of looking comparatively. This expansion of interest in comparative education brings new challenges for the discipline: research may be undertaken by non-specialists (by consultants and politicians or educationists from quite different backgrounds); the short lifespan of democratically elected governments may lend attraction to ‘quick-fix’ solutions; statistics and data may be decontextualised. Added to these challenges there is the worldwide proliferation of education providers outside state control and the transformation of teaching and learning brought about by the new information technology. This book rethinks the role of comparative education in the light of these changing circumstances and looks at the new opportunities they bring.

‘Here is a book for our times: a study in three countries of the relationship between teacher education and the universities. An Englishman looks at France; a Frenchman at the USA and two Americans at England, with the whole introduced and rounded off by Harry Judge, who was also the interlocutor of France ... It is a notable addition to the Oxford Studies in Comparative Education.’ John Tomlinson, Director of the Institute of Education, University of Warwick, The Times Educational Supplement ‘... this is an outstanding book on several levels. ... it is a worthwhile read for audiences well beyond those directly involved in teacher education. It will be of particular interest to researchers and students of comparative education. At a time when politicians seem bent on importing educational practices from other countries, it reminds us that there are no easy “lessons” to be learnt through international comparisons and that we cannot suppose that what is identified as good practice in one country can easily be imported elsewhere without taking into account the cultural context within which it is successful.’ Marilyn Osborn, University of Bristol, Comparative Education ‘The book is beautifully and engagingly written, enlivened by the authors’ efforts to make sense of that which is foreign to their personal educational experiences. The narratives are rich in detail and insights about the forms of teacher education and the cultural logic of their suitability. The chapters provoke “thought experiments” of a kind that are suggestive of outcomes for university-based teacher education if reforms currently proposed in one nation prove to be similar to long-standing practices in the others.’ Frank B. Murray, University of Delaware, Comparative Education Review The work recorded in this book was undertaken over four years, with support from the Spencer Foundation of Chicago and under the direction of Harry Judge of the University of Oxford. Michel Lemosse teaches at the University of Nice, and Lynn Paine & Michael Sedlak at Michigan State University.

A world list of books in the English language.