This paper examines the adequacy of various theories of the state, in relation to the restructuring of schooling and initial teacher education, and education more widely, in England and Wales between 1979 and 2000 by both Conservative and New Labour Governments. The critique advanced is a 'structuralist neo-Marxist' analysis. I distinguish this from a 'culturalist neo-Marxist' analysis, which lays greater stress on five aspects of agency and autonomy. I also briefly critique 'postmodernist' analysis and, in more detail, what I term 'quasi-postmodernist' analyses, associated with Stephen Ball.