ABSTRACT
Comparative and international education (CIE) has a long and distinguished history. Along with other disciplines of education, however, it has faced repeated challenges as times and professional agendas and priorities have changed. Recent years have, nevertheless, seen a sustained and creative revitalisation of the field, driven by a strengthened research base, growing awareness of cross-cultural issues in teacher education and increased recognition of the importance of global and comparative perspectives across the social sciences. These shifts are captured in earlier work (Crossley and Watson, 2003, p. 19), in the following quotation and throughout the chapter itself.
