tional dimension brings an added layer to what can be learned from research as it
illuminates what is possible in other contexts from a scientific and humanistic
perspective.^2
The model I have developed for comparative education research could be
understood as“a collaborative and reflective approach to policy-oriented inquiry.”
While these words may sound simple, the idea of conducting comparative research
that is truly collaborative and reflective is a highly complex enterprise. It carries a
strong commitment to the development of the capacity for true participation and
reflective learning in the research process. It requires the construction of episte-
mological communities of researchers operating within the frameworks of com-
parative inquiry. In addition, since the research is located within the policy realm, it
requires the use of rigorous study methods.^3 Thus, the research questions are for-
mulated considering a socially relevant problem or area of interest defined by
enduring questions in thefield and with high internal and construct validity.^4 The
use of social science theory includes consideration of (a) the State as a key and
relatively autonomous actor,“able to formulate independent goals and to shape
societal outcomes” (Kjaer 2007 , 126); (b) institutional theory, to understand
negotiation of conflicting internal and external demands (Cummings 1999 ); and
(c) governance theory, to understand the State’s and organizations’/institutions’
search for legitimate power, social exchange and cohesion, trust, and accountability
(Kjaer 2007 ). Using social science methods includes understanding and applying
multidisciplinary and systematic procedures and techniques adapted to diverse
modes of inquiry taken from psychology, policy analysis, and evaluation research.^5
The analysis and the results, while open to public scrutiny, carry strong respect for
and protection of participating individuals, and ways of seeing emerge from those
who implement and receive the policy. For thefield of comparative education, the
ultimate goal is the development of“useful and concise theory”(Farrell 1979 , 4).
This approach invites individuals and institutions and in some cases the State, to
create a space for collaborative inquiry in interaction with external and internal
(^2) Indeed, as Bereday ( 1977 ) pointed out, systematic and symmetric comparison of settings to elicit
a balanced view of the similarities and differences comes close to“permitting inferences, pre-
dictions, and recommendations for policy”an approach that he called quasi-scientific. See
Kazamias ( 1961 ) for an excellent argument on why the aims of comparative education must be
seen as a combination of scientific and humanistic elements.
(^3) Reflective researchers are especially vulnerable to criticisms by policy makers. To be taken
seriously, their research needs to demonstrate rigor, especially if the aim is to develop bottom-up
policy alternatives.
(^4) Because my work is located in the policy analysis area, research questions are typically directed at
finding whether or not policy has been successful at achieving a positive influence on identified
social problems. Internal and construct validity are essential in this process, and I argue that these
can only be achieved if the questions are defined by those who are intrinsically connected with the
object of the research. For more on these important concepts consult Trochim ( 2006 ).
(^5) There are numerous approaches to evaluation research. I follow the excellent foundations
developed by Weiss ( 1972 , 1997 ).
622 M.T. Tatto