Tasks for comparative education in the new millennium

This article reflects upon the experience of teaching and research in compa rative education to reconsider the potential of the field for the new mille nnium. In doing this, specific attention is given to ways in which comparat ive perspectives have traditionally been applied, or misapplied, in educati onal policy debates and the related academic literature. The potential of c omparative studies to increase our understanding of the complexities of edu cational processes is underlined. The uncritical 'borrowing' of educational policy and practice is challenged, and the contemporary need for education al research that recognises the significance of culture, context and differ ence is highlighted.