Moving context from the background to the forefront of policy learning: Reflections on a case in Gipuzkoa,Basque Country

Abstract

The article focuses on policy learning processes with the aim of sharing knowledge about how policy learning happens. In doing this, it considers conflict as a natural process in policy learning and proposes action research as a possible strategy to address it. By reflecting on a long-term action research process in the province of Gipuzkoa (Basque Country, Spain), the article proposes a change of focus in assessing the role of context. If we assume that policy learning is oriented towards changing the context, then context plays a more complex and important role than it is usually given in theory. At the core of this argument is the understanding that the cognitive frameworks of policy makers and researchers are also part of context and, when changing the context, participants in policy learning are involved in a change process which alters the very same cognitive frameworks that conditioned the initiation of policy learning.