Comparative and international studies in education address themes of major interest to policy makers and academics. They illuminate the role of education in development, in maintaining or challenging the existing social order, and the interaction of the local, the national and the global in education systems, institutions and practices. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and governance. The Editors welcome papers which reflect on practice from early childhood to the end of adult life, in formal and non-formal education. All papers should include a comparative and/or international dimension. We define ‘comparative’ in its widest sense – papers do not need to be comparing different countries or contexts, but may be comparing across time, cultures (e.g. insider/outsider perspectives) or between different groups or systems (e.g. indigenous and mainstream education). All papers, including single country case studies, should engage with wider theories and debates in the field and should be located within an international/global perspective. Case studies of under-researched aspects of the field and countries about which little is known are of particular interest. In all cases, the context within which the article is located must be articulated clearly. All articles are subject to anonymous reviews to ensure their quality and Compare is striving to be inclusive of a range of writing genres in an effort to engender greater equality/democracy in academic publishing.