Knowledge in Policy : : Embodied, Inscribed, Enacted / / ed. by Richard Freeman, Steve Sturdy.

• Superior document: Title is part of eBook package: De Gruyter Bristol UP/Policy Press Complete eBook-Package 2014
• MitwirkendeR: Afonso, Natércio,; Cerfontaine, Gaëtan,; Costa, Estela,; Demszky, Alma,; Eröss, Gábor,; Fernezelyi, Bori,; Freeman, Richard,; Freitas, Maria José dos Santos,; Grek, Sotiria,; Maybin, Jo,; Schoenaers, Frédéric,; Smith-Merry, Jennifer,; Sturdy, Steve,; Thunus, Sophie,
• HerausgeberIn: Freeman, Richard,; Sturdy, Steve,
• Place / Publishing House: Bristol : : Policy Press, , [2014]; ©2014
• Year of Publication: 2014
• Language: English
• Physical Description: 1 online resource (256 p.)

This important collection presents a radical reconception of the place of knowledge in contemporary policymaking in Europe, based not on assumptions about evidence, expertise or experience but on the different forms that knowledge takes. Knowledge is embodied in people, inscribed in documents and instruments, and enacted in specific circumstances. Empirical case studies of health and education policy in different national and international contexts demonstrate the essential interdependence of different forms and phases of knowledge. They illustrate the ways in which knowledge is mobilised and resisted, and draw attention to key problems in the processing and transformation of knowledge in policy work. This novel theoretical framework offers real benefits for policymakers, academics in public policy, public administration, management studies, sociology, education, public health and social work, and those with a practical interest in education and health and related fields of public policy.

Table of Contents

Front Matter -- Contents -- List of tables and figures -- Notes on contributors -- Preface and acknowledgements -- Introduction: knowledge in policy – embodied, inscribed, enacted -- Policy knowledge in space and time -- Seeing knowledge in mental health in Scotland -- Knowledge moves: regulation and the evaluation of Portuguese schools -- Knowledge, policy and coordinated action: mental health in Europe -- Embodied, inscribed and enacted knowledges -- ‘We know who to talk to’: embodied knowledge in England’s Department of Health -- Reconstructing school inspectorates in Europe: the role of inscribed knowledge -- Enacting knowledge in a European project -- Knowledge interests, knowledge conflict and knowledge work -- Knowledge interests: promoting and resisting change in mental health in Hungary -- Knowledge conflicts: embodiment, inscription and the education of children with learning disabilities in Germany -- Knowledge work: organising mental health care networks in Belgium -- Knowledge and policy in research and practice -- References -- Index