Vol. 16 No. 3 (2017)

Using the OCIES 44 Conference held in Sydney in 2016 as its conversational springboard, this issue explores emergent gaps in thinking about a number of key issues of concern to comparative and international educationalists.

These provocations challenge our practice and our postcolonial, postmodern theorizing and educational engagement with these 'gaps'. In doing so, they open up future rewarding and challenging spaces for our future work together.