Comparative and international education: policy transfer, context sensitivity and professional development
Crossley, M. and Watson, K. (2009) Comparative and international education: policy transfer, context sensitivity and professional development. Oxford Review of Education, 35 (5). pp. 633-649. ISSN 0305-4985
Full text not archived in this repository.
To link to this article DOI: 10.1080/03054980903216341
This paper examines the intellectual and professional contribution of comparative and international studies to the field of education. It explores the nature of the challenges that are currently being faced, and assesses its potential for the advancement of future teaching, research and professional development. Attention is paid to the place of comparative and international education (CIE)-past and present-in teacher education, in postgraduate studies, and in the realms of policy and practice, theory and research. Consideration is first given to the nature and history of CIE, to its initial contributions to the field of education in the UK, and to its chief mechanisms and sites of production. Influential methodological and theoretical developments are examined, followed by an exploration of emergent questions, controversies and dilemmas that could benefit from sustained comparative analysis in the future. Conclusions consider implications for the place of CIE in the future of educational studies as a whole; for relations between and beyond the 'disciplines of education'; and for the development of sustainable research capacity in this field.