Reflections on evidence use in policy making: Expertise under pressure

Abstract This article examines the evolving role of expertise in democratic policy making amid growing political contestation and institutional strain. Drawing on insights from the annual roundtable convened by European Political Science, it explores how the legitimacy of expert knowledge is being challenged through crises of trust and rising populism. The article analyses how evidence is shaped and contested through challenges of literacy, capacity, and politics. It argues that democratising expertise requires greater inclusion alongside structural safeguards for academic independence. By reframing the use of evidence as fundamentally political rather than purely technical, the article calls for a more reflexive and accountable knowledge-policy interface.

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Publication Details

Journal
European Political Science
Published
2026-06-16
DOI
https://doi.org/10.1017/s1682098326100538
Primary Topic
Global Educational Policies and Reforms
Type
article
Field-Weighted Citation Impact
0.00
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article

Reflections on evidence use in policy making: Expertise under pressure

Marylou Hamm, Imogen Bayley
European Political Science
Global Educational Policies and Reforms
article

Reflections on evidence use in policy making: Expertise under pressure

Marylou Hamm, Imogen Bayley
article en

Abstract

Abstract This article examines the evolving role of expertise in democratic policy making amid growing political contestation and institutional strain. Drawing on insights from the annual roundtable convened by European Political Science, it explores how the legitimacy of expert knowledge is being challenged through crises of trust and rising populism. The article analyses how evidence is shaped and contested through challenges of literacy, capacity, and politics. It argues that democratising expertise requires greater inclusion alongside structural safeguards for academic independence. By reframing the use of evidence as fundamentally political rather than purely technical, the article calls for a more reflexive and accountable knowledge-policy interface.

European Political Science
European University Institute (IT)
Quality Education
Openalex Percentile: Top 2%
Global Educational Policies and Reforms
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