This important collection presents a radical reconception of the place of
knowledge in contemporary policy making in Europe, based not on assumptions
about evidence, expertise or experience but on the different forms that
knowledge takes. Knowledge is embodied in people, inscribed in documents and
instruments, and enacted in specific circumstances. Empirical case studies of
health and education policy in different national and international contexts
demonstrate the essential interdependence of different forms and phases of
knowledge. They illustrate the ways in which knowledge is mobilized and
resisted, and draw attention to key problems in the processing and
transformation of knowledge in policy work. This novel theoretical framework
offers real benefits