This article critically assesses the works of Paul Monroe, Isaac L. Kandel, and the International Institute at the Teachers College, Columbia University, in the early twentieth century. Drawing on Edward Said’s notion of contrapuntal reading, it presents a different account of their legacies that foregrounds the colonial and imperial realities of the time as constitutively significant to the early formation of the field and the comparative education knowledge generated during this period. In doing so, the article unsettles the comforting ways in which the founding histories of the field have been narrated by the historians. By illuminating their deep colonial/imperial entanglements during the early formative period, this article invites readers to reflect on how the particular historical and geopolitical context within which we operate sets limits on what knowledge we produce, and today, when the relationship between our scholarship and international development agencies are closer than ever.

中文翻译：

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超越安慰的历史：哥伦比亚大学师范学院国际学院的殖民/帝国纠葛，保罗门罗和艾萨克 L.坎德尔

本文批判性地评估了 Paul Monroe、Isaac L. Kandel 和哥伦比亚大学师范学院国际学院在 20 世纪初的作品。借鉴爱德华·赛义德的对位阅读概念，它对他们的遗产提出了不同的解释，突出了当时的殖民和帝国现实，对这一领域的早期形成和这一时期产生的比较教育知识具有构成性意义。在这样做的过程中，这篇文章打破了历史学家叙述该领域创始历史的令人欣慰的方式。通过阐明他们在早期形成时期深深的殖民/帝国纠葛，