Abstract
Throughout the literature about comparative education, one fact seems quite apparent: no one focus, theory, or established method is solely responsible for driving scholarship in the field. Shifts between qualitative and quantitative emphasis, distinct ideologies of purpose, and variation in style of research have been part of the comparative education field since its inception. Naturally, as a result, there has been much discourse among scholars in the field about what constitutes “comparative education.” This debate reached a peak in the 1960s when the professional society for comparative educators considered a proposal to change its name from the Comparative Education Society (CES) to the Comparative and International Education Society (CIES).
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