Renegotiating the public good: Responding to the first wave of COVID-19 in England, Germany and Italy

We compare national education policy responses to the COVID-19 pandemic in England, Germany and Italy explore negotiations about public good identify role that research has played framing, legitimating rendering trustworthy settlements reached. National data, comprising news media reports publically available documents, are analysed compared debates their consequences within across contexts. Our analysis contrasts contexts on three dimensions: (a) range of interests included debates; (b) form locus decision-making; (c) acceptance during implementation. These related processes depoliticising debate politicising evidence each context, as factions position themselves trustworthy. suggest way is seen inform decision-making crises such current enduring for trust research, politicians who employ it justify decisions schools tasked with putting these into practice.