As an ‘international’ student of comparative education, I entered the field of comparative international education, bringing with me a very different academic tradition and cultural history. There was a reason I had come into the fi eld with my own small stories, thinking they meant something in a larger canvas, and I was not alone: other students came with other small stories. Following from the idea of mini-narratives as a response to metanarratives, this chapter is explores the ideas of academic marginality in Comparative Education studies, and discusses the possibilities offered by emerging post-structural pedagogies, such as social cartography.
Big Stories, Small Stories: Beyond Disputatious Theory Towards ‘Multilogue’
International Handbook of Comparative Education. Springer International Handbooks of Education, vol 22. In: Cowen R., Kazamias A.M. (eds.) Springer, Dordrecht
Author: Sonia Mehta
2009