Bridging cultures and traditions in the reconceptualisation of comparativeand international education

If the field of comparative education is to be reconceptualised in ways tha t articulate and demonstrate its continued relevance for the 21st century, it is argued that its history and traditions deserve both celebration and c hallenge. The field's multi-disciplinary origins and nature, for example, p osition it well for further advancement in a future in which the socio-cult ural analysis of global trends and developments will require concerted atte ntion. On the other hand, some fundamental, and long-evident, characteristi cs require critical re-consideration. In the light of this, the article foc uses upon ways in which bridges can be built or strengthened across discipl inary boundaries and between theoretical and applied studies, policy and pr actice, micro and macro levels of analysis and studies of the North and the South. Implications of this are considered for all engaged in comparative and international research and related educational policy and practice.