There has been much scholarly debate on whether comparative education is a discipline, a field, a method, or simply a different perspective in education. Some of its critical practitioners have pointed out the field’s lack of a substantive institutional and epistemological core (e.g., Kazamias & Schwartz, 1977; Cowen, 1990). A survey of the comparative education literature reveals that there is no universally consistent definition of comparative education, but that there are instead comparative educations (Cowen, 2000). As a first step to address the above debate adequately, I explore here the literature on the nature of academic disciplines and fields, and the socio-historical explanations of disciplinary change.
CITATION STYLE
Manzon, M. (2011). Disciplines and Fields in Academic Discourse. In Comparative Education (pp. 13–36). Springer Netherlands. https://doi.org/10.1007/978-94-007-1930-9_2
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