Comparative Education in the Era of Globalisation: evolution, missions and roles

Abstract

Globalisation is a dynamic process which has major implications for many domains of activity. The field of comparative education is one of these domains. Yet this is not just a passive, one-way influence; comparative educationists can themselves promote and shape elements of globalisation. The field of comparative education is arguably more closely related to globalisation than most other fields of academic enquiry. Comparative education is naturally concerned with cross-national analyses, and the field encourages its participants to be outward looking. At the same time, the field responds to globalisation. Cross-national forces of change are reflected in dominant paradigms, methodological approaches, and foci of study. In order to provide a context for subsequent discussion, this article begins by considering some of the meanings of globalisation. The article then turns to the nature of the field of comparative education, noting dimensions of evolution over the decades and centuries. Moving to relatively recent times, the article focuses on the World Council of Comparative Education Societies (WCCES), which was created in 1970 and which currently has 30 constituent societies. As its name suggests, the WCCES is a global body – with all the positive features and tensions that that implies. The article notes some characteristics of the global field of comparative education, while also commenting on distinctive features in some countries and regions. The article highlights some specific domains in which globalisation has changed the agenda in which comparativists can and should work.