ABSTRACT
A long, long time ago, space and time in comparative education were non-problematic. Comparison meant searching for examples of educational success and failure in spaces where the provision of educational institutions and practices was increasingly systematic, and therefore could be categorized by observers. Among the comparative educationists who were widely read in the 1960s and 1970s, Nicholas Hans and Andreas Kazamias emphasized the importance of time-past. They both embraced the significance of history as a way of understanding what is often called "context" in comparative education, though their approaches to history varied. Comparative education's muddled and partial theories of space-and-time were overwhelmed when the world was labelled a globalized world. Literature from outside of the field of education, such as the brilliant oeuvre of Castells, Frederick Cooper, and Wallerstein and the new systematizations and questions of Held et al.
