The paper opens with a discussion of some of the methodological difficulties inherent in comparative educational research, and outlines ways in which systemic inequalities in doing comparative work can be reduced. The social circumstances in Thanet and Lille are delineated, and the paper then considers structural differences in denominational education delivery in approximately matched schools in the two regions. Structural reasons for the differences in the delivery are explored, a Marxist analysis of the circumstances is proposed, and the paper closes with some conclusions concerning the functions and validity of denominational education, and the deleterious effect it has on social exclusion. (Contains 2 figures and 3 tables.)