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As the Annual Review of Comparative and International Education concludes its fifth year of publication and systematic reflection on the field, this session will review the current status and trends in the field which have emerged from a yearly empirical examination of articles published in peer-reviewed journals in the field. Returning to recommendations posted by Bereday in 1964 as well as reflection questions from the inaugural Annual Review to examine the current status of CIE as well as draw comparisons from data collected in previous years. This session argues that in order for CIE to be a sustainable field of academic study, it is necessary to reflect on trends within the field and to establish boundaries regarding what does and does not constitute comparative and international education research and work. Data explored include number of authors, author(s) institutional location(s), research methodology, content or context of analysis, and keywords. This information has been collected from major CIE journals since 2013, providing a foundation to consider trends in the field. While other scholars have examined journal articles, no other research team has created such an extensive study on trends in the field.
Beyond reflecting on the field of CIE, this session will also explore the field of CIE from an external perspective by considering what, where, and why CIE-related articles appear in journals outside of the field. The term osmosis, which is the movement of particles across boundaries until the saturation of particles has been equalized on both sides of the boundary, is most often used in biology, it is a relevant metaphor for CIE, as the academic and professional boundaries which define the field are permeable, with few limitations on what is and what is not considered CIE. Using data an articles published in CIE journals as well as articles which could be considered CIE in journals published in the U.S. and internationally from the fields of sociology, political science, economics, anthropology, psychology, and education, the second half of this session will address the professionalization of CIE and challenge CIE scholars and practitioners to reflect on and establish boundaries to further promote the development of CIE as a distinct field.