Comparative and international approaches to teaching public affairs have been popular since the 1960s. However, despite optimistic predictions to the contrary, the study and practice of public affairs continues to be parochial, focused primarily on the United States. This article explores why U.S. public administrators tend to have a parochial view of the discipline, discusses the negative effects of this parochialism on U.S. public affairs, and proposes an agenda for strengthening the development of an international and comparative perspective on teaching public affairs within the United States.
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