Abstract
The field of comparative and international education has experienced an on-going dialogue relating to theoretical frameworks, thematic shifts, and teaching. Open debate regarding the teaching of comparative and international education was especially animated in 1998 at the lOth World Congress of Comparative Education Societies in Cape Town, South Africa. Follow-up discourse continued at Comparative and International Education Society (CIES) conferences beginning in Toronto (1999) and San Antonio (2000), as well as at the 11th World Congress of Comparative Education Societies in the Republic of Korea in 2001.
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