This article has been inspired by a special issue of the journal Intercultural Education that was published in 2012 (Cowen, Gundara & Winther-Jensen, 2012). Its topic was the exploration of ʻborders and boundariesʼ between comparative and intercultural education. The authors of that special issue sought to showcase the various perspectives operating within the two aforementioned academic disciplines, encouraging scholars to reflect on overlapping but also conflicting themes in the two fields.
Along these lines, some of the writers (e.g. Cowen, 2012) attempted to demonstrate different standpoints across comparative and intercultural education in order to illustrate the rela- tionship between the two fields. Such an attempt undoubtedly establishes a dialogue amongst social scientists, offering them the opportunity to overcome simplistic assumptions. As the editors of the aforementioned special issue have pointed out, “all approaches could easily lead to further scholarly analy- sis, and might lead to the development of aspirations for policy actionˮ (Cowen, Gundara & Winther-Jensen, 2012, p. 381).
Aristotelis Zmas, Eleni Theodorou