Seeking Justice and Equity in Comparative and International Education

Recent years have seen sustained challenges to the dominance of ‘Western’ theoretical and methodological approaches, cultures and research modalities across the social sciences, in the humanities and within the field of comparative and international education itself. These are important developments that have profound cross-cultural and epistemological implications for how comparative research is carried out, who might best lead such work and what this might mean for authors, editors and publishers worldwide.