Mapping Comparative Education After Postmodernity

Abstract

This article examines the postmodern challenge to how we have come to see, represent, and practice comparative and international education. More specifically, I ask three questions: (1) Can a close reading of the relevant literature identify and type major positions or arguments in the postmodernism debate in our field? (2) How might these positions or knowledge communities be mapped as a discursive field of diverse perspectives and relations? Then, using this “heterotopia” of different ways of seeing Blake’s minute particulars or mini narratives, (3) What might we reasonably conclude about the postmodern challenge of multiperspectivism and its impact on how we as comparativists choose to represent our world?