| The authors place the evolution of politics in education and the politics of education field in historical context and introduce a framework for understanding how three theoretical streams?micropolitics, political culture, and neoinstitutionalism?emerged as the behavioralist movement receded. They argue that although there may appear to be a messy center lacking a single disciplinary paradigm, the field has been advancing by means of integrative and aggregative drives that are, indeed, complementary as well as competitive and result in a healthy and productive state of the field. |