Abstract

Comparative education has not given sufficient attention to the multiple transnational and intercultural dimensions of educated identity. The article argues that ‘majority’ logic is embedded in comparative education, where the world is conceptualised as the ‘international society of nation-states’ rooted in the dominant Grotian worldview. It presents a typology of three worldviews that can shape different approaches to comparative education, leading to diverse interpretations of educational phenomena and systems, and envisioning different futures. It then delves into the complex interplay between knowledge and identity, and between Homeworld and Alienworld, adopting a phenomenological perspective: moving from normality to normativity, from knowledge to narrative, and from international to intercultural. The article proposes an interface between comparative education and intercultural education, embracing mobility, migration, diaspora, and transnational identity as essential components of ‘comparative intercultural education’.