Schools as Contested Sites

Abstract

Given the richness of the topics, research approaches, and analyses portrayed in the chapters that follow in this section of the handbook on schools as sites of contestation, it is hardly surprising that there is no unanimity as to what constitutes the parameters of this subfield within the history of education. Furthermore, it is reasonable to hold that there should not be unanimity. Nevertheless, scholars are in need of some guidance if they are to suggest areas that are worthy of further investigation, as well as new areas of research to be opened up. This chapter, and those which follow, serves such a function.