Re-Inventing Public Education: The New Role of Knowledge in Education Policy-Making

Sotiria Grek, Jennifer Ozga

Research output: Contribution to journalArticlepeer-review

Abstract

This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals’ needs. This, we argue, has led to a ‘scientization’ of education governance where it is only knowledge, closely intertwined with action (expressed as ‘measures’) that can reveal problems and shape solutions. The article concludes by highlighting the key role of knowledge policy and governance in orienting education policy making through a re-invention of the public role of education.
Original languageEnglish
Pages (from-to)271-288
JournalPublic Policy and Administration
Volume25
Issue number3
DOIs
Publication statusPublished - 2010

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