Early_intervention_and_evidence-based_po.pdf (71.58 kB)
Early intervention and evidence-based policy and practice: framing and taming
journal contribution
posted on 2016-06-09, 13:16 authored by Rosalind Edwards, Val Gillies, Nicola HorsleyIn this article, we highlight some critical matters in the way that an issue is framed as a problem in policymaking and the consequent means of taming that problem, in focussing on the use and implications of neuroscientific discourse of brain claims in early intervention policy and practice. We draw on three sets of analyses: of the contradictory set of motifs framing the state of ‘evidence’ of what works in intervention in the early years; of the (mis)use of neuroscientific discourse to frame deficient parenting as causing inequalities and support particular policy directions; and of the way that early years practitioners adopt brain claims to tame the problem of deficient parenting. We argue that using expedient brain claims as a framing and taming justification is entrenching gendered and classed understandings and inequalities.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Published in
Social Policy and SocietyVolume
15Issue
01Pages
1 - 10Citation
EDWARDS, R., GILLIES, V. and HORSLEY, N., 2016. Early intervention and evidence-based policy and practice: framing and taming. Social Policy and Society, 15 (01), pp.1-10.Publisher
© CUPVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015-03-02ISSN
1474-7464eISSN
1475-3073Publisher version
Language
- en