ABSTRACT
The past decade has seen a remarkable rise of interest in the role of civil society in processes of educational change. To date, however, this interest has primarily focused on the involvement of nongovernmental actors in national and subnational educational arenas, where civil society is defined both as a “realm of conflicting normative claims” and as a “social space, where private individuals contribute… to the public good by voluntary means” (Meyer, chapter 8, this volume).
