ABSTRACT
Introduction Recent issues of Journal of Education Policy have carried a series of articles mapping the features, dynamics, and conflicts of social partnerships. This body of work provides a helpful picture of these emergent structures for governance and learning within the broad field of education and training. However, when taken together, the sense is that this research is developing on a study-by-study basis rather than accumulating in ways that lead easily to higher order understandings of social partnerships and their implications.
