Exploring Comparative and International Education as a Meta-Assemblage: The (Re)Configuration of an Interdisciplinary Field in the Age of Big Data

Abstract

Over the past few years, assemblage theory or assemblage thinking has garnered increasing attention in educational research, but has been used only tangentially in explications of the nature of comparative and international education (CIE) as a field. This conceptual examination applies an assemblage theory lens to explore the contours of CIE as a scholarly field marked by its rich and interweaved architecture. It does so by first reviewing Deleuze and Guattari’s (1987) principles of rhizomatic structures to define the emergence of assemblages. Secondly, it transposes these principles in conceiving the field of CIE as a meta-assemblage of associated and subordinated sub-assemblages of actors driven by varied disciplinary, interdisciplinary or multidisciplinary interests. Finally, it interrogates the role of Big Data technologies in exerting (re)territorializing and deterritorializing tendencies on the (re)configuration of CIE. The chapter concludes with reiterating the variable character of CIE as a meta-assemblage and proposes ways to move this conversation forward.

Citation

Salajan, F.D. and Jules, T.D. (2020), "Exploring Comparative and International Education as a Meta-Assemblage: The (Re)Configuration of an Interdisciplinary Field in the Age of Big Data", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2019 (International Perspectives on Education and Society, Vol. 39), Emerald Publishing Limited, Leeds, pp. 133-151. https://doi.org/10.1108/S1479-367920200000039014