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This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resulted in divergence as well as convergence. This divergence has created distinct typologies of studies that reflect particular epistemic communities of researchers, depending on how context and the purpose of research are perceived. The scoping review is based on a survey of 51 articles identified through a systematic search of 10 English-language journals in the field of comparative and international education. [ABSTRACT FROM AUTHOR]

This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research,writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes. [ABSTRACT FROM PUBLISHER]