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
BYU ScholarsArchive Citation
Hite, Steven J.; Cook, Bradley J.; and Epstein, Erwin H., "Discerning Trends, Contours, and Boundaries in Comparative Education: A Survey of Comparativists and Their Literature" (2004). Faculty Publications. 1040.
University of Chicago Press
David O. McKay School of Education
Educational Leadership and Foundations
© 2004 by the Comparative and International Education Society. All rights reserved. This, the definitive version can be found at http://www.jstor.org/stable/10.1086/382619.
Copyright Use Information