Conclusion

Abstract

By conceptualising epistemic politics in education, we have looked at the way in which different actors and networks interlink, how ideas and instruments circulate at the international scale and how certain reforms have been implemented to transform the relationship between science and policy. We have shown the work of expertise, the emergence of evidence-based technologies and the new configurations of academic work. We have emphasised the deployment of normative and critical discourses regarding the new possibilities of knowledge production, dissemination and use. Even if we have not considered intellectual polemics and scientific controversies, or the shape of public problems, we have addressed criticism towards the empowerment of a technocratic and positivist vision of the academic world and the progressive affirmation of the expert’s authority.