Knowledge and policy-making
(work in progress)
The second orientation focuses on a depth analysis of recent public actions. 24 case studies are scheduled (two by team). In those studies, we seek to trace the history of each public action and to identifying and characterising the role played by knowledge. This will involves tracing the genealogy of this public action, paying attention to how policy learning and knowledge are involved throughout this often long and always complex process.
The analytical dimensions that guide this work can be formulated through simple questions:
- Where do the actors involved in the public action speak from? Where do they come from? Who do they talk to? What kind of relationships (hierarchy, competition, collaboration) are they involved in (in relation to other actors taking part in the process)?
- What do the actors involved know? What do they think they know? What types of categories do they use in their narratives? How do they assemble ideas, actors, devices, events, values in their story?
- What are the common stages / events emerging from the narratives?
- Why is it that such or such representation of reality comes to structure public action at a given time period in a given country / sector?
Products: 24 national reports and 2 synthesis report (12 reports already available).
Belgium education
The construction of steering and evaluation policy in French-speaking Belgium: a cognitive approach (in english) (en français)
Belgium health
Reconfiguration of the Belgian health sector. An experminentation: the therapeutic projects (in English)
France education
Establishing a "common core of knowledge and skills" at the end of compulsory education in France 2005-2006: "Politicisation" of the curricular arena and renewal of the knowledge base (in English) (en français)
France health
The role of knowledge in the construction of public action: the territorialization of mental health policy (in English)
Germany health
The amendment of the Bavarian education law in 2003: a long way towards inclusion (in English)
Hungary education
Governing autonomy: from curricular policies to quality assurance and student assessments (in English)
Hungary health
All against misdiagnosis. Sociologists, neurologists, economists, psychologists and social educators for inclusion(in English)
Norway health
Knowledge and mental health policy. Reforming the structure of mental health services in Norway (in English)
Portugal education
Knowledge and public action. School autonomy and management (1986-2009) (in English)
Romania education
The community action programme in the Romanian education (in English)
Scotland education
Integrated children's services in Scotland (in English)
Scotland health
Towards a mentally flourishing Scotland: consultation process as public action (in English)
