Comparative and International Research in Education: scope, problems and potential

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Abstract
This article argues that as the significance of national boundaries increasingly gives way to larger‐scale federations, so the potential salience of comparative and international research in education is dramatically increased. The relevance of such developments for researchers not familiar with the perspectives and literature of comparative and international education is explored in the light of the evolution of this specialist field. The discussion identifies how more researchers could usefully contribute to a strengthening of comparative and international studies, while considering what implications such wider involvement holds for research training. The latter issue is examined with reference to the rapidly increasing involvement of educational researchers in international consultancy work where sensitivity to cross‐cultural factors is especially important.

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