Comparative and international education (CIE)–as an academic field and a framework of practice–is flourishing in much of the world. Scholars and practitioners are drawing on the field’s diverse conceptual roots, accumulated knowledge and constantly shifting boundaries to examine education topics and policies using a multiplicity of comparative, cross-cultural and international perspectives.
In my capacity as a researcher, author, teacher, adviser and mentor in academic institutions throughout the world, I have sought to contribute to the vitality of the CIE field. For four years I was a senior member of the Education for All Global Monitoring Report team (at UNESCO headquarters) and helped develop and draft four widely disseminated reports on international education policy. As a past coeditor of Comparative Education Review and a member of the advisory boards of several comparative education journals, I have kept apace with emergent CIE scholarship. For many years I have been an active member of the (US-based) Comparative and International Education Society (CIES). More recently, I’ve served on the CIES Board of Directors and the CIES Secretariat. I have also worked as a policy analyst and consultant for several international agencies involved in education policy development and educational research–in particular UNESCO and its institutes (i.e., International Bureau of Education, Institute for Lifelong Learning, Institute for Statistics and International Institute for Educational Planning). In all of these capacities I have been deeply committed to an international comparative education community that nurtures diverse analytical viewpoints and empirical approaches.