| Abstract: | This article reflects upon the experience of teaching and research in comparative education to reconsider the potential of the field for the new millennium. In doing this, specific attention is given to ways in which comparative perspectives have traditionally been applied, or misapplied, in educational policy debates and the related academic literature. The potential of comparative studies to increase our understanding of the complexities of educational processes is underlined. The uncritical 'borrowing' of educational policy and practice is challenged, and the contemporary need for educational research that recognises the significance of culture, context and difference is highlighted. |
