Constructing Policy Knowledge: Contradictions, Communication, and Knowledge Frames

Abstract

This study examined the communicative construction of policy knowledge within and across groups. Participants were 100 professionals and parents involved in special education and the federal Individuals with Disabilities Education Act. Structurating activity theory guided the interpretive analysis of communication and contradictions as participants developed policy knowledge over time. Results indicate that contradictions emerged as both generative mechanisms for knowledge construction and as hindrances to system transformations that would put that constructed knowledge into practice. Contradictions emerged and were managed in three knowledge construction frames: orientation, amplification, and implementation. The frames occurred in varying sequences that led to different outcomes across groups and issues. Implications are offered for theory, research, and practice regarding policy communication across related groups.

Keywords:

• Activity Systems
• Contradictions
• Knowledge
• Policy
• Structurating Activity Theory

Acknowledgements

This article is based on portions of the author's dissertation. The author thanks Bob McPhee for his mentorship and Mike Allen and the anonymous reviewers for their valuable input.

Notes

1. This case study is part of a larger project (Canary, 2007), which included the data described herein as well as analysis of federal, state, and district special education policy documents.

Additional information

Notes on contributors

Heather Canary

Heather Canary (PhD, Arizona State University) is Assistant Professor in the Department of Communication at the University of Utah