Complementing each other in fortunatemyriad ways, the titles reviewed here make a novel, timely and welcome contribution to the growing literature on the governance of the European education policy space (Lawn and Grek 2012; Lawn and Normand 2015). Studies in the governance of European education have become more frequent and sophisticated in recent years, increasingly touching upon nuanced conceptions of education governance drawing on cross-disciplinary perspectives and comparative modes of analysis. This development is of particular relevance, as European Union (EU) institutions seek ever-closer links among European formal and informal education and training systems and forge ahead with the project of building a European Education Area (Council of the European Union 2018). Notwithstanding the apparent parallel themes in the titles of the books, readers interested in this area of interlacing disciplinary perspectives on the consolidation of European education as a distinct focus of research, policy, and praxis will immediately observe more similarities than differences in their expository andmethodological positions. In the rest of this review, I will offer a brief overview revealing the main contrasting features of these scholarly texts and a subsequent account of their core analytical premises. Although perhaps unintended, the volumes converge by embedding their investigations in the context of Europeanization in education, a process of harmonization in Europe’s education area set in motion in the early 1970s and accelerating since the signing of the Bologna Declaration two decades ago (Dale and Robertson 2009). Similarly, the authors take a multilayered comparative approach to examining the governance of education and educational

中文翻译：

---

重塑欧洲教育和研究的治理机制：两个相互交织的视角

幸运的是，这些标题以多种方式相辅相成，对不断增长的关于欧洲教育政策空间治理的文献做出了新颖、及时和受欢迎的贡献（Lawn 和 Grek 2012；Lawn 和 Normand 2015）。近年来，关于欧洲教育治理的研究变得更加频繁和复杂，越来越多地涉及基于跨学科视角和比较分析模式的教育治理的微妙概念。这一发展特别重要，因为欧盟 (EU) 机构寻求欧洲正规和非正规教育和培训系统之间更紧密的联系，并推进建设欧洲教育区的项目（欧盟理事会 2018）。尽管书名中有明显的平行主题，对将欧洲教育整合为研究、政策和实践的一个独特焦点的交叉学科观点这一领域感兴趣的读者将立即观察到他们在说明和方法论立场上的相似之处而不是差异。在本评论的其余部分，我将简要概述揭示这些学术文本的主要对比特征，并随后对其核心分析前提进行说明。尽管可能是无意的，但这些卷通过将他们的调查嵌入教育中的欧洲化背景而融合在一起，欧洲教育领域的协调进程始于 1970 年代初，自 20 年前签署博洛尼亚宣言（Dale 和 Robertson 2009）。相似地，