This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

International and Comparative Education: Boundaries, Ambiguities and Synergies

International and Comparative Education: Boundaries, Ambiguities and Synergies

International and comparative education: Boundaries, ambiguities and synergies

As noted by other authors in this book, the term international education has multiple meanings in a range of contexts. This chapter examines meanings of the term as commonly used in the domain of international and comparative education. The chapter begins with commentary on the meanings and boundaries of the pair of fields as perceived by a range of authors and organizations. It notes that some bodies that were established with a focus on comparative education have broadened to embrace international education. Other bodies have rejected such broadening; but even in the settings where comparative education is not formally linked to international education, boundaries are commonly ambiguous.

The question then arises ...

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