This article addresses long standing and inter-connected tensions within Comparative and International Education (cie) as a field of research: those of an inadequate theorising of ‘context’ and of a continued and deeply ‘entangled’ colonial legacy. While supporting many of the arguments outlined in recent theorisations of context as ‘assemblage’ we propose a more explicitly relational cie approach, drawing on both Southern Theory's inter-epistemic project and our learnings from Indigenous scholars of Oceania.
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