The meaning of a certain policy is not given. It is shaped by the interaction among written policy, people, and contexts in which people do the policy (Honig, 2006). From this perspective, pedagogical reform is a complex social practice in which various actors construct and reconstruct the meaning of teaching and learning. In the case of pedagogical reform in Cambodia, all actors actively construct the meaning by interpreting and sometimes contesting the idea of student-centered pedagogies and enacting what they understand as the demands of the policy within cultural, historical, social, and political contexts in which they belong (Sutton & Levinson, 2001). Pedagogical reform is thus neither monolithic nor normative: different actors would make sense of and enact a pedagogical reform policy in totally different ways, even when they all actively engage in it. [For the complete volume, "Reforming Pedagogy in Cambodia: Local Construction of Global Pedagogies. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 62," see ED671925.]