ABSTRACT
In the 1960s, comparative education was a field that advocated the extension of education and that believed that schools were an important means of ensuring broader social goals. When scholars in comparative education have talked about change, they have been less than clear about what they were looking for a change in, regardless of whether they were relating these changes to economies, politics, or social life. Comparative education's "problem" with change extends beyond valuing solely changes in production and the class system of social stratification. Comparative education neglected these issues in large part because it devalued outcomes that were not directly tied to production or to the goals of the state. Comparative education is a field that has expected education to do everything. Comparative education has tended to value education only for short-term dramatic changes in the economy and the opportunity structure of society.
