Teachers’ classroom practice upheld village traditions against modem values as planned in the curriculum, for example, through a change in the content of a school play (discussed in Cuban, 1992). Local competition for students and recourses between “innovative” and “traditional” schools may end up benefiting the latter (Fink, 2000, see also McCulloch, 1998). For example, research on quasi-market forces in education suggests that many empowered consumers reveal preferences that are not necessarily supportive to innovation in terms of curricular and pedagogical approaches.