This paper seeks to lay the foundations of an interrogation by the Comparative Education if the national view still has its place in the new circumstances created by globalization. It defends, from the case of Affirmative Actions in the genomic era, that the heuristic value of the polarization between the particular and the general, or between the local and the universal, is useful both for understanding the phenomena based especially on the territory and on national states, and for understanding the cultural and affective identities existing in the big picture of globalization. In conclusion, regarding the modifications embodied by the nation-state in the process of regulation of educational systems considering the means of generating cultural and affective ethnic identities, despite the fact that the phenomenon of globalization force us to think that national borders are being broken and outdated, the national view (and the counterpoint, the local/particular) has its place in the new circumstances created by the globalization, as the nation-state continues to induce the formation of narratives in order to be the generator of the official identity, and this control is exercised particularly through the education system.
Comparative Education; public policies; Democratic State; globalization; ethnic issues