ABSTRACT
This final chapter brings together some issues of the politics of schooling that emerged in the prior study of cosmopolitanism. My intent is not a summary or conclusion in a more traditional sense but to use the analysis to think further about the problematic enterprise of schooling and its research. The chapter begins with considering the internments and enclosures of unfinished cosmopolitanism as a fatalism that inscribes comparative instantiations. The next section examines the fears of democracy that circulate in reform and the question of "useful" knowledge. Ironically, the search for useful knowledge and what works is pessimistic about the cosmopolitan attitude toward freedom and democracy. I then consider the limits of the study of cosmopolitanism as it is bound by its general attitude about reason and rationality. The final two sections explore the principles about equity in educational studies and its limitations for the study of schooling.
