Moving context from the background to the forefront of policy learning: Reflections on a case in Gipuzkoa, Basque Country
本文通过反思西班牙吉普斯夸省的长期行动研究案例，提出政策学习中背景的作用比通常理论认为的更复杂重要，并主张将冲突视为自然过程，用行动研究应对。
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.