The concept of a global-local dialectic framing comparative educational research, and recently of adopting the concept of 'educational transfer' to understand the associated flows of travelling policies and reforms, are important innovations in the field of comparative research. They facilitate deep exploration of the ways in which educational policies are disseminated, received and implemented, on multiple levels of scale. A key feature of these innovations is the explicit intent to overcome methodological nationalism in comparative research. This paper takes this concern as its starting point to consider the nature and value of world systems analysis as a framework tor such comparative research, emphasising its potential to achieve these goals in distinctive ways. Drawing on Immanuel Wallerstein's theorising, it is argued that this is the framework for our times, requiring historical analyses, and contemporary action, linked to the political quest for a more just, equal and democratic world-system.
The International Education Journal: Comparative Perspectives Vol. 10, Issue 1, p. 20-33