This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resulted in divergence as well as convergence. This divergence has created distinct typologies of studies that reflect particular epistemic communities of researchers, depending on how context and the purpose of research are perceived. The scoping review is based on a survey of 51 articles identified through a systematic search of 10 English-language journals in the field of comparative and international education.