Bridging cultures and traditions in the reconceptualisation of comparative and international education

If the field of comparative education is to be reconceptualised in ways that articulate and demonstrate its continued relevance for the 21st century, it is argued that its history and traditions deserve both celebration and challenge. The field's multi-disciplinary origins and nature, for example, position it well for further advancement in a future in which the socio-cultural analysis of global trends and developments will require concerted attention. On the other hand, some fundamental, and long-evident, characteristics require critical re-consideration. In the light of this, the article focuses upon ways in which bridges can be built or strengthened across disciplinary boundaries and between theoretical and applied studies, policy and practice, micro and macro levels of analysis and studies of the North and the South. Implications of this are considered for all engaged in comparative and international research and related educational policy and practice.