The authors of this book propose a fresh, theory-rich and systematic approach
to education politics in one country. As is our normal, more or less conscious
practice, our case studies are comparative in a sense: while doing research in
one country, region or locality, we have others in mind. In fact, this is more
than conscious: it is the point of our book. We claim that further case studies
based on our approach might radically enhance mutual understanding among
education researchers as well as policymakers and other colleagues interested in
developing their systems. It is our belief that comprehension is the basis of all
reasonable and meaningful comparison, explanation and forethought – however
difficult that might be to achieve in a complex, contingent and relational issue
such as education.
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