Author:
Sivesind Kirsten,Karseth Berit
Abstract
AbstractThis introductory chapter establishes the context, background, and importance of studying what counts as evidence and expertise in Nordic education policymaking. The chapter gives a short overview of the theories, methods, and research design for the joint study where 17 researchers from 6 countries (Denmark, Finland, Iceland, Norway, Sweden, and the US) collaborated. Key questions are: How do policymakers in five Nordic countries draw on domestic, regional, and international knowledge? How do they legitimize national school reform policy by referencing various types of knowledge? How do they authorize evidence in their attempt to propose reform agendas and issue school reforms in their respective countries? The chapter provides an overview of the book and summarizes each of the following chapters.
Funder
Norwegian Research Council
Publisher
Springer International Publishing
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