ABSTRACT
This study argues that school decentralization, as educational decentralization in general, is a contested issue, constructed by an interplay of different perspectives, or ways of seeing, that can be portrayed as a networked information-space at both theoretical and the practical levels. As with other conflicted educational issues where diverse knowledge communities
make competing claims, practitioners, policy-makers and everyone involved in education seem to be in need of comparative research that contributes “to provisionally order and interpret today’s multiple views of education and society” (Paulston and Liebman, 1996, p. 23).
