ABSTRACT
In the previous chapters of this book we have identified a range of contemporary challenges facing the field of comparative and international education, and have questioned the ways in which research problems have most commonly been conceptualised. We have also begun to examine the implications of this analysis for the ways in which such research is carried out. In this chapter we build upon these theoretical and methodological perspectives to focus more directly upon their implications for the substantive educational issues and priorities that warrant concerted attention in current and future work. In doing this, we acknowledge that it is both unrealistic, and inappropriate, to attempt to present any form of definitive or comprehensive research agenda for all. Indeed, more in tune with the spirit of the book as a whole, we argue that – especially in times of rapid socio-cultural change – newly emerging issues and priorities deserve clearer articulation and consideration from a wider variety of intellectual and cultural perspectives. We therefore contribute our own assessment of emergent issues and priorities to this broader discourse, to help stimulate further critical thinking, and to encourage others actively to engage in advancing the debate. This is done in a way that is consistent with the evolving critique of the field and with our associated reconceptualisation thesis. We therefore do not attempt to cover every substantive issue that merits contemporary attention, but we do hope our own construction of priorities will both help to illustrate the potential of the broader critique that we develop here, and prove stimulating for others in its own right.
