Introduction: Knowledge/evidence production and utilization

Abstract

There are different types of knowledge relevant and applicable to the youth justice context that can be developed or acquired through engagement in academic study/scholarship and mastered through professional practice. Evidence-based practice, defined in different ways, is informed and guided by empirical research, theoretical insights, young people’s narratives and professional knowledge/expertise (Baker et al., 2011). The focus of this edited collection is on forms of knowledge exchange (transfer) between professionals and academics in the youth justice context. The phrase ‘Knowledge and Skills Partnerships’ is invoked, and covers a spectrum of meanings, employed as an umbrella term that encompasses the exchange and transfer of knowledge between stakeholders and translation of theory/evidence into practice. This emphasis on the construction and dissemination of knowledge in youth justice was the theme of an event on Wednesday 8 June 2022. Dr Jayne Price, Dr Sean Creaney and Gareth Jones chaired a one-day online conference 1 about ‘Knowledge Transfer Partnerships’ between youth justice practice and academia. The event was hosted by Cheshire Youth Justice Services, Edge Hill University and the University of Chester, and focused on knowledge/evidence production and utilisation in youth justice practice. The catalyst for the event was HM Inspectorate of Probation’s (2021:6) report on Cheshire Youth Justice Services: We were impressed with the [Youth Justice Service] YJS’s use of evidence and academic research to inform and develop practice and services. This is some of the strongest we have seen. The inspectorate alluded to the benefits of a well-established knowledge and skills partnership and how evidence is used to inform practice. It was heartening to see such value placed on research-informed and evidence-based practice, highlighted in the final inspection report that was then published online (HM Inspectorate of Probation, 2021). It is important to emphasise the opportunity which this conference and book presents of drawing together other expertise in this area. This includes creating a space to disseminate achievements (including proactive knowledge exchange strategies), engage academic/practice experts and heighten the importance of knowledge and skills partnerships by creating a space for professionals to reflect upon their own beliefs and values, including principles that underpin meaningful knowledge exchange activity. Understanding the environments within which practitioners operate is of paramount importance, (re)attaching value to ‘knowledge from practice, or practice wisdom’ (Gibson, Vaswani and Dyer, 2024), when seeking to nurture the development of evidence-based policy and practice within organisations.