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Using Immanuel Wallerstein’s world-systems approach, the paper explains how epistemological structures can either reinforce existing global inequalities or enable more egalitarian ways of being. A review of comparative education work on world culture of education is used to show that, like cosmopolitanism, the approach often underengages the historical and political dimensions essential to a world-systems perspective. The paper concludes by calling for research that foregrounds knowledge’s role in shaping a more just, equal, and democratic world-system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/world-systems-analysis-in-comparative-education-an-alternative-to-cosmopolitanism/600578/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/world-systems-analysis-in-comparative-education-an-alternative-to-cosmopolitanism/600578.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the paper draw between cosmopolitanism and knowledge?","Question",{"text":112,"@type":113},"It connects cosmopolitanism to universal and particular knowledge in contemporary conditions and uses this link to discuss how knowledge structures operate within education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use Wallerstein’s world-systems approach?",{"text":117,"@type":113},"It outlines a world-systems approach to knowledge, emphasizing how epistemological structures can reinforce existing inequalities or support more egalitarian ways of being globally.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper argue that existing comparative education work is insufficient?",{"text":121,"@type":113},"It claims that, like cosmopolitanism, such approaches inadequately engage with the historical and political perspective that a world-systems approach provides.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600578,1792180614,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","World-systems Analysis in Comparative Education: An Alternative to Cosmopolitanism  \nTom G. Griffiths  \nUniversity of Newcastle  \nLisa Knezevic  \nUniversity of Newcastle  \nThis paper begins by connecting cosmopolitanism to notions of universal and particular knowledge in contemporary conditions. Drawing on the work of Immanuel Wallerstein, we then outline a world-systems approach to knowledge. This approach focuses on the capacity of epistemological structures to either reinforce existing inequalities or produce more egalitarian ways of being. This work centres on links between constructions of universal knowledge and the ways in which their articulation has historically underpinned the inequalities of our current world-system. Through a brief review of work in comparative education elaborating a world culture of education, we argue that like cosmopolitanism, this approach inadequately engages with the historical and political angle of a world-systems approach. We conclude by arguing for world-systems comparative research that maintains a focus on the role of knowledge in the world-system, and how such knowledge may contribute to a more just, equal and democratic world-system.  \nThe extent to  \ndepends on  \nwhich the field of comparative education can be described as cosmopolitan how we understand the concept of cosmopolitanism. A superficial definition  \nof cosmopolitanism simply invokes the inclusion, in some form, of people or groups ‘other’than ourselves. This can be extended to a concern with global ideas and values that transcend the political boundaries of sovereign nation-states. In this paper, we begin by considering cosmopolitanism epistemologically, exploring its relationship with universal and particular knowledge in contemporary conditions. We then use the world-systems approach developed by Immanuel Wallerstein to account for the structure of knowledge across two dominant epistemologies, focusing on its potential to reinforce inequalities or underpin more egalitarian ways of being on a global scale. This work examines the ways in which articulations of universal knowledge historically have supported the inherent inequalities of the existing world-system. Through a brief review of comparative work elaborating a world culture of education, we suggest that like cosmopolitanism, this approach inadequately engages with the historical and political perspective that a world-systems approach provides. Instead, we argue for comparative research that focuses on the role of knowledge in the world-system and its potential contribution, within comparative education, to a more just, equal and democratic world-system.  \nCosmopolitanism: The Persistence of Objective Universal Knowledge  \nCosmopolitan thinking, from Greek Stoicism through to Kant and other Enlightenment cosmopolitans, informs contemporary moral and political positions that connect the individual to an abstracted humanity through a system of universal values (Vaughan-Williams, 2007) . While cosmopolitanism moves social analysis beyond national boundaries and the simplistic dualism of national/international, recent cosmopolitan discourse seeks to develop an understanding that acknowledges both philosophical and realist cosmopolitan thinking (Beck & Sznaider, 2006) . The distinction here is between cosmopolitan philosophy, involving the self-reflexive, intentional ideals, perspectives and actions of those with social agency, and actual cosmopolitanism in contemporary conditions, or “really-existing cosmopolitanization” (Beck & Sznaider, 2006,  \n© 2009 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 12(1): 66-75.  \nWorld-systems Analysis in Comparative Education  \np. 8) . The distinction between philosophical-normative cosmopolitanism and really-existing cosmopolitanism is made to counter claims that cosmopolitanism is simply the continuation of an idealised, elite, soci","cbCaily05AJamgBb","https://ap.wps.com/l/cbCaily05AJamgBb","pdf",165234,"English","# Introduction\n# Cosmopolitanism and knowledge\n## Universal vs particular knowledge\n# World-systems approach to knowledge\n## Inequality and egalitarian possibilities\n# Cosmopolitanism: persistence of universal knowledge\n## Philosophical-normative vs really-existing\n# Implications for comparative education\n## Focus on historical and political dimensions","[{\"question\":\"What relationship does the paper draw between cosmopolitanism and knowledge?\",\"answer\":\"It connects cosmopolitanism to universal and particular knowledge in contemporary conditions and uses this link to discuss how knowledge structures operate within education.\"},{\"question\":\"How does the paper use Wallerstein’s world-systems approach?\",\"answer\":\"It outlines a world-systems approach to knowledge, emphasizing how epistemological structures can reinforce existing inequalities or support more egalitarian ways of being globally.\"},{\"question\":\"Why does the paper argue that existing comparative education work is insufficient?\",\"answer\":\"It claims that, like cosmopolitanism, such approaches inadequately engage with the historical and political perspective that a world-systems approach provides.\"}]","World-systems Analysis in Comparative Education - An Alternative to Cosmopolitanism | PDF",1792090972,25]