This study is situated in discussions about the ‘knowledge society’ and ‘knowledge-based economy’. (Olssen and Peters, 2005), which focus on the production, dissemination and application of knowledge as the key factor in processes of ongoing economic, social or political development and reform (OECD 1996; Stehr 1994). Our focus is current developments in the ongoing institutionalization of evidence-based knowledge in different nations, in what some call a ‘post-truth’ world (Davis, 2017). We explore the discursive strategies used to legitimatize knowledge, present it as trustworthy and provide confidence for its use. In particular, we investigate the role of non-academic knowledge producers in generating ‘evidence’ of ‘what works’ and ‘best practice’ in education (see Wiseman 2010; Biesta 2010).
‘Post truth’, a phrase which emerged from the political events of 2016, refers, for many, to how politicians are deliberately partial, biased or unclear in their accounts (Davis, 2017), lessening public confidence in their claims. But this is just one feature of a broader phenomenon. A crisis in the authority of tradition and scientific certainty dominates late modernity (Bauman, 2000; Giddens, 1990), challenging the inevitability of human progress and leading to a period of more relativistic uncertainty and risk (Gray, 1995). In this context, new science of education has emerged (Whitty and Furlong, 2017) which promises to find out ‘what works’ through the application of rigorous research, typically in the form of randomized controlled trials, systematic reviews and using methods taken from the natural sciences. Bernstein (1996; 1999) refers to such knowledge traditions as singulars because of their discrete substantive and clear legitimization discourses.
Defining trust as ‘the vesting of confidence in persons or in abstract systems, made on the basis of a ‘leap of faith’ which brackets ignorance or lack of information’ (1991: 244), Giddens argues that in this fluid context we have no alternative other than to trust institutions of government and civil society. Davies (2014), however, argues that neoliberalism gives the market the authority once invested in individuals through the rhetoric that people are naturally competitive. Hence, the authority of persuasive ideas and value positions, of rigorous research, argument and evidence or of debate and consensus - that is, of the education disciplines of history, philosophy, psychology and sociology in England or of Bildung, Erziehung, Didaktik and Pädagogik in Germany, also represented as singulars in Bernstein’s terms - is replaced by faith in emergent, or what Bernstein calls practical knowledge, through the workings of an ‘invisible hand’.
In this paper we focus on newly emerged national brokerage agencies (or knowledge brokers/ knowledge mediators), which offer services in research, reviews and consulting to provide ‘better’ knowledge for ‘better’ decisions,. Brokerage agencies aim to bring together stakeholders from different fields, like researchers, politicians and practitioners. Such knowledge mediators and brokerage agencies include (see OECD 2007: 53-105; OECD/CERI 2017: 53):
- Evidence for Policy and Practice Information (EPPI) Centre in the UK since 1993:
- Centre for the Use of Research and Evidence in Education (CUREE) in the UK since 2008
- The Social Care Institute for Excellence (SCIE) in the UK
- What Works Clearinghouse in the US since 2002
- Knowledge Chamber (Kennis Kamer) in the Netherlands since 2006
- Danish Clearinghouse for Educational Research (EIPEE) since 2006
- Iterative Best Practice Syntheses in New Zealand
- The Canadian Council on Learning from 2004 until 2009
In our research project we focus on the following research question:
How do the brokerage agencies and knowledge mediators create legitimation and trust in research and research findings in context of late modernity and the post-truth world?