NPM and the dynamics of education policy and practice in Europe

In this concluding chapter, we present an overview of the key patterns emerged in our analysis of New Public Management education reform in Europe, but we do more than this as we consider the implication of our analysis for how the field conducts itself as a field and the knowledge claims that are made through locating within the social sciences. In doing so we confront the current debates focused on constructing a cosmopolitan sociology of education policy, and we make the case for the deployment of robust insights and conceptual tools from political studies.