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La Educación
Número: (114) I
Año: 1993


This study has used textual analysis and phenomenographic method to examine changing ways of seeing comparative and international education, i.e., over time as history; as a synchronic taxonomic structure; and as conceptual maps, both at macro and micro levels. Three major views of knowledge relations in the field are identified as the orthodox, the heterodox, and the emerging heterogeneous. Divergent and convergent trends across knowledge communities are also identified and discussed noting that comparative educators and their texts are becoming more reflexive and eclectic thus allowing new theory and new mapping opportunities to emerge from combinations of existing theories, and the new ideas and conflicts of our time.26