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This discussion essay explores trends and issues in the teaching of comparative education. We argue that the field of Comparative and International Education (CIE) must give more attention to the aspect of teaching, as comparative education courses are increasingly being affected by diminishing devotion to social foundations of education programming in many institutions of higher education and schools. Ironically, despite growing pluralism, the rise of economic utilitarianism has led to technicist-driven curriculum and less inquiry about philosophical, historical, and cultural assumptions underlying educational policy and practice. Another challenge in the teaching of comparative education is that students are often ill-prepared to understand and utilize the most basic social science concepts. Recognizing that teaching and research in CIE are inevitably linked, it is argued that a transformational model that advances CIE across disciplines, schools, and departments may reinforce its importance and ensure that the benefits that comparative inquiry affords – namely critical reflexivity, insight about school–society relationships, and possibilities for educational improvement – are addressed and safeguarded in tertiary and teacher education. An understanding of cultural and national contexts is important to educational reform and enables educators to view globalization in terms of how it benefits or undermines humanistic aims, namely the importance of individuals and the uniqueness of cultures.

A new form of “museum” has emerged which takes advantage of the Internet′s seemingly limitless format options for electronic presentation and ability to tailor in‐depth presentations to niche audiences. Constraints of ownership and geographic location are lessened as Internet‐based museums point to sources across the globe. Collections which are physically impossible to construct are being mounted electronically. Offers a sampler of museums and galleries around the world which are making use of WorldWide Web or Gopher servers.