Abstract

Surely the health and vitality of any academic field relies on the periodic review of its intellectual history, evolving theoretical frameworks, and thematic shifts. Attempts to define a field typically involve lively debates over boundary maintenance. Indeed, the question of whether cooperative education is a "discipline" has been debated at least since the earliest issues of the Comparative Education Review and has continued to be debated in different forums. Leon Tikly and Michael Crossley believe that a comparative and international canon is discernible, although it is one that is "continually being challenged by new theories and approaches from the arts, humanities, and social sciences, and its boundaries in this sense are fluid and permeable rather than hermetically sealed."

Original Publication Citation

Cook, B.R., Hite, S.J., & Epstein, E. (24). Discerning trends, contours and boundaries in Comparative Education: A survey of comparativists and their literature. Comparative Education Review, 48(2), 123-149. http://www.jstor.org/stable/1.186/cer.24.48.issue-2

Document Type

Peer-Reviewed Article

Publication Date

2004-05-01

Permanent URL

http://hdl.lib.byu.edu/1877/2857

Publisher

University of Chicago Press

Language

English

College

David O. McKay School of Education

Department

Educational Leadership and Foundations

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