The dominance of Western research methodologies and epistemologies has come under intense scrutiny. However, the recognition that knowledge is produced and packaged differently cannot override its fluid, unbounded and comparative nature. That said, researchers are yet to outline the case for a decolonising comparative educational leadership knowledge base. This first linked article, therefore, introduces ‘comparative research concept’ (CRC) as a viable paradigm to navigate ontological, epistemological, and cultural messiness when carrying out cross-context (educational leadership) research. In particular, the article discusses and provides a repertoire of arguments on how CRC can be operationalised through a narrative research approach that cultivates difference out of amalgamation and vice versa through given research methods, constituencies and analytical perspectives.