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Materials and materials technologies are recognized to be key underpinning and critically enabling areas of R&D. Most industrial sectors and fields of technology application depend upon them. Materials research can provide new solutions capable of optimizing the application of current technologies, minimizing their negative side effects and reducing production costs. However, the long development time and slow return on materials research investments make industry reluctant to take on the associated risks. This alone suggests that policy initiatives to sustain long‐term research efforts are necessary. This article considers the policy findings of national foresight initiatives in the area of materials and material technologies.

This paper aims to elucidate the opportunities that incorporating a Quantitative Critical Race Theory (QuantCrit) approach into Comparative Education brings to tackle Methodological Nationalism. It uses data from the Young Lives survey and Oaxaca-Blinder decompositions to examine the difference in mathematics scores at age 12 and educational attainment at age 20 between Indigenous and non-Indigenous children in Peru. Tackling Methodological Nationalism involves unpacking power relations linked to the nation-state. To do so, analyses incorporate QuantCrit by using a multidimensional and a binary operationalization of Indigeneity, by assessing potential biases in the outcome data, and by reflecting on the choice and categorization of explanatory factors. This helps ensure that this research is mindful of the historical power dynamics that have affected Indigenous populations in Peru. Results show that the differences in education outcomes are primarily attributable to differences in sample characteristics between groups and that the way Indigeneity is defined does matter for research conclusions. Only structural and educational opportunity variables make a significant contribution to close the outcome difference. Maternal education is the most important factor to close the score gap at age 12, while at age 20 it is wealth index. Using a multidimensional Indigeneity definition alongside a binary one allows distilling diversity in the experiences of children who can be considered Indigenous. Following a traditional nation-state approach whereby only language is used to determine Indigeneity would hinder doing so. This shows that a QuantCrit approach is helpful in providing new insights to address Methodological Nationalism.