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Knowledge in Policy presents a radical reconception of the place of knowledge in policy making in Europe, one that pays particular attention to the different forms that knowledge can take. Knowledge is embodied in people, inscribed in documents and instruments, and enacted in specific circumstances. Richard Freeman and Steve Sturdy gather empirical case studies of health and education policies in different contexts that demonstrate the essential interdependence of these different forms of knowledge. In doing so, they illustrate the ways in which knowledge is mobilized and resisted, drawing attention to key problems in the processing and transformation of knowledge in policy work.