Abstract
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.
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