ABSTRACT
This chapter examines the dilemma often posed between context, on the one hand, and comparison, on the other, in research in education and allied fields. It discusses various uses of context that have shaped the field of comparative and international education, in particular, and elaborates on some of their limitations. The chapter also explains how a comparative case study (CCS) approach reconceptualizes the notion of context by incorporating horizontal, vertical and transversal/historical comparisons. The chapter illustrates this potential with an extended example of how these multiple comparisons could be developed in a single study.
