The difficulty in ensuring education is as good as it can be, often comes down to pragmatic differences. Should taxpayers fund public schools, or should there be a range of private options, with different prices on offer to those who can afford to pay more? Should what is learned be standardised or should students be able to decide for themselves what they want to pursue so that they are as engaged as possible in their studies? This is a classic example of ‘binary thinking’, which is so common in public and private discourse nowadays. Our aim is to go beyond binary thinking and delve into other possibilities that provide alternative answers.