ABSTRACT
Comparative education has become a field whose work and influence extend well beyond the Euro-American academy and the English-speaking world. In the following reading of the field, we focus on comparative education as it is practiced and discussed in the English-speaking world, primarily the US and Canada, the United Kingdom, and Australia, and Hong Kong. For want of a better term, we refer to this part of the field as AngloAmerican Comparative Education, which we shall call CE. We are aware that comparative education as a field has taken somewhat different trajectories in other parts of the world (Cowen, 2000), but because of our own linguistic limitations, we are not in a position to examine these alternative trajectories. We are very much aware that many practitioners and even more students of comparative education studying in English-speaking academies have their origins outside this area. This awareness, however, only strengthens our resolve to address postfoundational issues in comparative education.
