Knowledge in policy : Embodied, inscribed, enacted /

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This title presents a radical reconception of the place of knowledge in policy making in Europe. Knowledge is embodied in people, inscribed in documents and instruments, and enacted in specific circumstances. Empirical case studies of health and education policies in different contexts are gathered...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Freeman, Richard (Professor of Social Science and Public Policy) (Editor ), Sturdy, Steve (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Bristol, UK : Policy Press, 2014.
Temas:
Policy sciences.
Knowledge, Theory of.
Sciences de la politique.
Théorie de la connaissance.
epistemology.
POLITICAL SCIENCE > Essays.
POLITICAL SCIENCE > Government > General.
POLITICAL SCIENCE > Government > National.
POLITICAL SCIENCE > Reference.
SOCIAL SCIENCE > Sociology > General.
Knowledge, Theory of
Policy sciences
Socialpolitik.
Kunskapshantering.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • ""KNOWLEDGE IN POLICY""; ""Contents""; ""List of tables and figures""; ""Tables""; ""Figures""; ""Notes on contributors""; ""Preface and acknowledgements""; ""1. Introduction: knowledge in policy â€? embodied, inscribed, enacted""; ""Introduction""; ""Knowledge in policy: the literature""; ""Phases of knowledge""; ""Knowledge moves""; ""Towards a sociology and politics of policy knowledge""; ""Part One: Policy knowledge in space and time""; ""2. Seeing knowledge in mental health in Scotland""; ""Introduction""; ""Scotland, mental health and policy: mapping the field""
  • Types of knowledge: re-analysing our dataDiscussion
  • Conclusion
  • 3. Knowledge moves: regulation and the evaluation of Portuguese schools
  • Introduction
  • The making of the school evaluation programme
  • The evaluation process
  • Knowledge in the evaluation process
  • Regulation and re-enactment
  • 4. Knowledge, policy and coordinated action: mental health in Europe
  • Introduction
  • The making of the Mental health declaration and Action plan for Europe
  • Putting the Declaration and Action plan into action
  • ""Embodied, inscribed and enacted knowledge in WHO""""Part Two: Embodied, inscribed and enacted knowledges""; ""5. â€?We know who to talk toâ€?: embodied knowledge in Englandâ€?s Department of Health""; ""Introduction""; ""Overnight experts""; ""People, more than paper""; ""Which people?""; ""Why people?""; ""Problems with embodied knowledge""; ""Conclusion: embodied knowledge and â€?inter-enactmentâ€?""; ""6. Reconstructing school inspectorates in Europe: the role of inscribed knowledge""; ""Introduction""
  • ""€?I speak for myself aloneâ€?: inspection as a historic and contemporary function""""School self-evaluation and the role of inscriptions""; ""The role of inscriptions: â€?How good is our school?â€?""; ""Travelling texts: â€?How good is our school?â€? and the Standing International Conference of Inspectorates""; ""Discussion""; ""7. Enacting knowledge in a European project""; ""Introduction""; ""Knowledge as social practice""; ""An EU project""; ""From paper to practice""; ""Face-to-face interaction""; ""Challenges to knowing and learning""
  • Part Three: Knowledge interests, knowledge conflict and knowledge work8. Knowledge interests: promoting and resisting change in mental health in Hungary
  • Introduction
  • Psychiatry or mental health?
  • The National Programme for Mental Health
  • The Consensus Conference
  • Transfer and translation
  • Knowledge change and policy change
  • 9. Knowledge conflicts: embodiment, inscription and the education of children with learning disabilities in Germany
  • Introduction
  • Amendments to the Bavarian Education Act
  • For and against integration

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