Policy Making During the Pandemic: Research and Evidence as Alternative "Truths"

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Pandemic Politics: Power, Policy, and COVID-19 Policy Making (Table 1)

Abstract

Through rigorous analysis of policy-making in England, we focus specifically on pre-service teacher education and school inspection policy during the pandemic. The analysis of policy texts, speeches and surrounding media shows that policy-making at the time was driven by a series of “alternative truths” deliberately constructed to sustain positions of privilege. We argue this reflects a broader trend in policy-making which seeks to use power and privilege, underpinned by a constructed evidence base, to present a particular “truth” about what needs to be done to improve education. During the pandemic, the widespread belief that alternative voices, including those from practitioners and marginalised groups, were being listening to, was a mirage, allowing the pre-pandemic policy voices to re-emerge empowered.

Authors

• Clare Brooks, UCL Institute of Education
  Presenting Author

• Jane Perryman, UCL Institute of Education
  Presenting Author