ABSTRACT
In this paper, we discuss some of the ways in which forces of globalisation have transformed the spaces in which educational policies are now developed and practices now enacted. We will consider further the widely held claim that the emergence of these transnational spaces requires new ways of thinking about comparative education. We will examine this claim, referring in particular to the questions proposed by Jullien almost two centuries ago. Taking these questions as a starting point, we will reflect on their usefulness in understanding contemporary developments in education and discuss what kind of theoretical and methodological approaches are needed to address these questions in an era of globalisation.
