Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal

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Abstract

This article focuses on the role of think tanks in education governance in Portugal, We are interested in contributing to a literature that discusses the emergence of new intra-national spaces of policy, and examines how the actors operating in those spaces work and influence education policy. This article is based on an empirical study conducted by EDULOG, a think tank for education that has been operating since 2015. We mapped EDULOG’s activities, the information generation activities, organizations, and actors connected to EDULOG using a network ethnography and social network analysis. This study shows that a) this organization articulated a network of actors from different sectors, including the academy, business and government agencies; and b) EDULOG acts as a space of social and cognitive intermediation, committed to developing knowledge geared towards policy decision and problem solving.

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How to Cite
Viseu, S., & Carvalho, L. M. (2018). Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal. Education Policy Analysis Archives, 26, 108. https://doi.org/10.14507/epaa.26.3664
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Author Biographies

Sofia Viseu, Instituto de Educação, Universidade de Lisboa

Sofia Viseu is an Assistant Professor at the Institute of Education of the University of Lisbon. She studies educational policy, policies network and educational governance. She is the president of the Portuguese Forum of Education Administration, non-profit association that aims to study and develop educational administration, bringing together teachers, administration, and academics.

Luís Miguel Carvalho, Instituto de Educação, Universidade de Lisboa

Luís Miguel Carvalho is Full Professor of Education Policy and Administration at the Institute of Education, University of Lisbon. He is author of several studies on educational policies and educational organizations. His recent work as a focus on the role of expert knowledge in the fabrication of education policies.