The Complexity of Context in Legitimating National School Reforms: The Case of Sweden

Abstract

AbstractThis chapter examines the use of evidence in legitimating national school reforms in a globalized context. Although international policy knowledge is becoming increasingly important in legitimating national school reforms, the national context still seems to affect whether and how it is used. This chapter draws attention to the selective use of international policy knowledge in domestic policy agendas and the increasingly important role of people and institutions acting as intermediaries in selecting, interpreting, and presenting useful policy knowledge to politicians. By taking the complexity of context seriously, this chapter provides valuable insights into the multidirectional policy process that filters the expert knowledge that is ultimately used by politicians as evidence in legitimating school reforms.