Re-visiter ‘les lieux’ : Problèmes méthodologiques rencontrés lors de la comparaison d’unités géographiques

Abstract

Bray and Thomas (1995) designed a cube for classifying comparative studies in education by level and type. This article focuses on the geographic dimension of that cube. The article begins with comments on general approaches to comparative inquiry in education. The main section focuses on both traditional and new spatial units of analysis in the Bray and Thomas model, presenting illustrative cases of single-level and multilevel comparisons. The final section summarises methodological points for scholars to consider when comparing places. It highlights the importance of multilevel comparisons, viewing the different levels as in a dialectical relationship.