The politics of education is an exciting yet dynamic field of study. Consistent with the demands of systematic inquiry, it is imperative that those working in the field periodically assess its knowledge base, developmental needs, and level of theoretical maturity. Toward this end, the purpose of this article is to examine perennial issues, needs, and tensions within the field: issues associated with defining and focusing the field, problems with theoretical hegemony and group-think, addressing and bridging the macro-micro politics divide, and the challenges of sustaining conceptual and theoretical rigor. Implications of these tensions for the preparation of educational leaders in the political knowledge/skills domain are likewise examined. These issues and tensions are by no means exhaustive, yet they are indicative of the stresses and strains that have come to characterize the field as it seeks to come to grips with its identity.
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