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The CIES–WCCES relationship features both ambiguities and synergies, shaping global promotion of comparative education. This article reviews their intertwined histories through a postmodern framework.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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(WCCES):  \nLeadership, Ambiguities and Synergies  \nMaria Manzon  \nUniversity of Hong Kong  \nMark Bray  \nUniversity of Hong Kong  \nAbstract  \nThe Comparative and International Education Society (CIES) has, throughout its 50 years of existence, exercised leadership in the field of comparative education. It was oneof the five societies that founded the World Council of Comparative Education Societies (WCCES) in 1970, an umbrella body that by 2006 brought together 35 national, subnational, regional and language-based societies. The CIES has continued to play a major role in WCCES affairs. The relationship has had ambiguities, while it has also provided many synergies for the promotion of the field of comparative education on a global basis. This article reviews the relationship between the CIES and the WCCES throughout their intertwined histories.  \nIntroduction  \nThe leadership role of the Comparative and International Education Society (CIES) has been multifaceted. One dimension of this role concerns the World Council of Comparative Education Societies (WCCES), which was established in 1970 in Ottawa, Canada. The WCCES is an umbrella body that has grown over the decades and by 2006 brought together 35 national, sub-national, regional and language-based societies. When established, the WCCES had five member societies, of which the CIES was the oldest and largest. The CIES has continued to play a major role in WCCES affairs. The relationship has had ambiguities, which to some extent reflect broader patterns in academic and international affairs. On the other hand, it has also provided many synergies for the promotion of the field of comparative education on a global basis.  \nThis paper employs a postmodern framework to give a historical account of some major themes in the intertwined histories of the WCCES, the CIES and related bodies during the three and a half decades from 1970. It draws on materials collected for a set of histories of the WCCES and its constituent societies1. The paper begins by presenting further information on the period surrounding the establishment of the WCCES in 1970 before turning to issues of functioning and the ways in which the CIES and the WCCEShave related to each other in their various roles of promoting the field of comparative education.  \nA postmodern view of comparative education societies  \nA postmodern view of knowledge production gives importance to the socio-political context in which knowledge is shaped and to the roles of power relations in creating, legitimizing and circulating knowledge. McGovern (1999) applied this framework in  \n© 2006 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 8 (2) 69  \nMaria Manzon and Mark Bray  \nanalyzing academic knowledge production in the field of comparative and international education. This paper adopts a similar approach. It takes Bourdieu’s (1966) concept of the intellectual field as  \na magnetic field made up of a system of power lines. The constituting agents or systems of agents may be described as so many forces which by their existence, opposition or combination, determine [the field’s] specific structure at a given moment in time. In return, each of these is defined by its particular position within this field from which it derives positional properties, and its functional weight, because its own “mass”, that is, its power (or better, its authority) in the field cannot be defined independently of its position within it (p.89) .  \nThe metaphor of an intellectual field is a useful way of viewing the domain of comparative education at a world system level. The institutionalization of comparative education as a field of study has diverse roots in different parts of the world. Thus Cowen (1990) referred to the “wide variations in the relati","cbCaieRD2on8dl1Z","https://ap.wps.com/l/cbCaieRD2on8dl1Z","pdf",277508,15,"English","# Abstract\n# Introduction\n# A postmodern view of comparative education societies\n## Knowledge production and power relations","[{\"question\":\"What role has the CIES played in comparative education over its history?\",\"answer\":\"CIES has exercised sustained leadership in comparative education and has continued to play a major role in WCCES affairs.\"},{\"question\":\"How was WCCES established and what did it become by 2006?\",\"answer\":\"WCCES was established in 1970 in Ottawa and grew into an umbrella body that brought together 35 societies by 2006.\"},{\"question\":\"What is the core argument about the CIES–WCCES relationship?\",\"answer\":\"The relationship contains ambiguities while also generating synergies that support the global promotion of comparative education.\"}]","The Comparative and International Education Society (CIES) and The World Council of Comparative Education Societies (WCCES) - Leadership, Ambiguities and Synergies | PDF",1792090910,38]