This article aims to explore processes of policy implementation with respect to an ongoing empirical study in three very different sites: (1) Denmark; (2) Nepal; and (3) China. Rather than treat these investigations in the traditional manner of separate and contained national case studies, the author attempts to create a "policyscape" around processes of what Roger Dale has called hyperliberalism in education, and he does so by working across different levels of the education systems within these three countries. His argument is that nation-state and system studies of education must be informed by understandings of the nature of globalization and especially the new imaginative regimes that it makes possible. Educational phenomena in one country case must thus be understood in "ongoing" relation to other such cases. In this sense, the author attempts to operationalize as a research program a new approach to comparison, one that has been alluded to in the literature but only conceptually. (Contains 7 footnotes.)