The limitations of policy learning: a constructivist perspective on expertise and policy dynamics in Dutch migrant integration policies. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Scholten, Peter
• Is Part Of: Policy & society. Volume 36:Issue 2(2017)
• Page Start: 345
• Page End: 363
• Publication Date: 2017-04-03
• Subjects: Policy learning -- frame reflection -- discourse coalitions -- migration policies -- policy change; Policy sciences -- Periodicals; Social policy -- Periodicals; Economic policy -- Periodicals; International relations -- Periodicals; Sciences de la politique -- Périodiques; Politique sociale -- Périodiques; Politique économique -- Périodiques; Relations internationales -- Périodiques; Australia -- Politics and government -- 1945- -- Periodicals; Australia -- Economic conditions -- 1945- -- Periodicals; Pacific Area -- Politics and government -- Periodicals; Pacific Area -- Economic conditions -- Periodicals; Australie -- Politique et gouvernement -- 1945- -- Périodiques; Australie -- Conditions économiques -- 1945- -- Périodiques; Pacifique, Région du -- Politique et gouvernement -- Périodiques; Pacifique, Région du -- Conditions économiques -- Périodiques; 320.605
• DOI: 10.1080/14494035.2017.1322263
• Languages: English
• ISSNs: 1449-4035

Abstract

Abstract: This article zooms in on the role of policy learning in non-incremental policy change. Can policy learning contribute to 'policy punctuations' or 'paradigmatic change'? This question is addressed from a constructivist angle. Within the constructivist approach debate rages on whether, and if so under what conditions, there could be a relationship between policy learning and policy change. The discourse coalition framework renounces the cognitivist concept of policy learning, whereas the critical frame analysis framework claims that critical reflection at the level of policy frames can lead to fundamental 'frame shifts'. This article reviews these two constructivist frameworks for policy analysis in terms of how they conceptualize and theorize the relation between policy learning and policy change. Besides offering a discussion of the theoretical assumptions of the two constructivist approaches that have been selected, this article offers an empirical congruence analysis of learning and change. This congruence analysis will be applied to one specific case: migrant integration policy-making in the Netherlands (2000–2015). This involves a clear case study where various non-incremental policy changes have taken place, from an integrationist to an assimilationist approach, which makes it a revelatory case for an in-depth study of policy learning and policy change.