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This article provides a look at the main turning points in research on educational inequalities, both at the level of the fi eld's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, signifi cantly advancing analysis and knowledge in the fi eld of research on educational inequalities. In the article the authors propose viewing researchers in the fi eld of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identifi ed in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).

Neoliberal institutionalism, developed by Robert Keohane, & liberal theory of international relations elaborated by Andrew Moravcsik, nowadays represent two grand International Relations (IR) theories drawing on liberalism as one of the main theoretical approaches in this discipline. However, Keohane conceived of neoliberal institutionalism as a synthesis of realism & liberalism & Moravcsik proceeds from a specific understanding of liberalism & defines liberalism by the criteria of empirical social science. This essay examines, therefore, whether neoliberal institutionalism & liberal theory indeed involve & assemble together the main ideas of liberalism. The perspective applied in the essay is based on the intellectual history of liberalism and, in this way, regards the assumptions about the most fundamental actor in international relations & about the evolution of international relations as the intellectual core of liberalism. According to liberalism, individuals & collective social actors constituted by individuals (social & bureaucratic groups) are the most fundamental actors in international relations & international relations undergo transformation, in the course of which cooperation gradually prevails over conflict. Neoliberal institutionalism considers the state to be the most fundamental actor in international relations & assumes that the nature of international relations transforms & they acquire a more cooperative character. Liberal theory claims that individuals & social groups are the most fundamental actors & that international relations undergo transformation that is marked by the growth of cooperation. Consequently, whereas neoliberal institutionalism involves the intellectual core of liberalism only to some extent, liberal theory implies that there is a grand theory that subsumes the main ideas of liberalism. Adapted from the source document.