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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/21560

Title: Early intervention and evidence-based policy and practice: framing and taming
Authors: Edwards, Rosalind
Gillies, Val
Horsley, Nicola
Keywords: Early intervention
Brain science
Social inequalities
Issue Date: 2016
Publisher: © CUP
Citation: 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.
Abstract: In 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.
Version: Accepted for publication
DOI: 10.1017/S1474746415000081
URI: https://dspace.lboro.ac.uk/2134/21560
Publisher Link: http://dx.doi.org/10.1017/S1474746415000081
ISSN: 1474-7464
Appears in Collections:Published Articles (Social Sciences)

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