ABSTRACT
This chapter focuses attention on forms of education that unfold as particular historical formations of educational practices, concepts and research methods. The overarching problem that the people tackle is how reconfiguring space-time boundaries affects education as a social institution. The chapter offers various ways of understanding these contexts of education and how they become differentiated. It identifies three generations of researchers who contributed to this emerging field of comparative policy studies. The first generation reached out from separate histories in comparative education and education policy studies. The second generation named and captured the significance of travelling ideas and their effects through local policy contexts. And, as Steiner-Khamsi noted, that middle generation also supported third-generation scholars through targeted institutional support, for example, that organised by her own university, Teachers College Columbia. In the case of historical sociologies of education, the people can explain how comparison of events with reference to particular space-times of education helps to account for globalising education.
