This issue of RCIE contains some articles by young researchers reporting on a range of methodological problems involved in planning projects in comparative and international education. Four of them - those by D. Brent Edwards, Taro Komatsu, Gary Pluim and Heidi Eschenbacher - are concerned with research in post-crisis situations, and they engage separately and interrelatedly with problems that researchers in this important and complex area of educational inquiry face in investigating post-conflict educational issues in challenging contexts. |
