Abstract Knowledge brokering in education, particularly its application in practice and policy contexts, raises many questions around what ‘good’ evidence use might mean. Defined as a form of mediation and boundary spanning that facilitates knowledge flow between research, practice, and policy this author, 2022, the specifics of who engages in this work, their motivations, and methodologies are still unclear (Malin the duality of rule‐abiding and rule‐breaking in knowledge brokering; the inseparability of processes and products; the tension between accessibility and gatekeeping; and the dual roles of boundary‐eliciting and boundary‐blurring in knowledge brokering. These findings, contextualised, offer transferable implications for the field of educational knowledge brokering and advocate for the broader application of art‐based methods as inquiry.
Lucy Rycroft‐Smith (Wed,) studied this question.