The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology "of" education or a sociology "for" education? In this article I analyse three factors in which the dilemma is played out: "cultural oppositionism" in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology "for" education is fundamentally weakened by its politicisation, a flaw not helped by the difficulties in drawing political goals from moral imperatives. In contrast a sociology "of" education, which uses the strengths of empirical research and theoretical analysis, offers the better hope of renewal for, what is, in New Zealand, a moribund discipline. (Contains 3 notes.)