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Early intervention and evidence-based policy and practice: framing and taming

Early intervention and evidence-based policy and practice: framing and taming
Early intervention and evidence-based policy and practice: framing and taming
In this article we highlight some critical issues in the way that an issue is framed as a problem in policy-making and the consequent means of taming that problem, to focus 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.
1474-7464
1-14
Edwards, Rosalind
e43912c0-f149-4457-81a9-9c4e00a4bb42
Gillies, Val
9c9bcf7c-be6d-4fce-bc64-4df1c1953db1
Horsley, Nicola
e1ee0dd8-f81a-471d-9a92-ebabb9036edf
Edwards, Rosalind
e43912c0-f149-4457-81a9-9c4e00a4bb42
Gillies, Val
9c9bcf7c-be6d-4fce-bc64-4df1c1953db1
Horsley, Nicola
e1ee0dd8-f81a-471d-9a92-ebabb9036edf

Edwards, Rosalind, Gillies, Val and Horsley, Nicola (2015) Early intervention and evidence-based policy and practice: framing and taming. Social Policy and Society, 15, 1-14. (doi:10.1017/S1474746415000081).

Record type: Article

Abstract

In this article we highlight some critical issues in the way that an issue is framed as a problem in policy-making and the consequent means of taming that problem, to focus 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.

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SP&S accepted EI evidence article.doc - Accepted Manuscript
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More information

Accepted/In Press date: 22 January 2015
e-pub ahead of print date: 2 March 2015
Organisations: Sociology, Social Policy & Criminology

Identifiers

Local EPrints ID: 373710
URI: http://eprints.soton.ac.uk/id/eprint/373710
ISSN: 1474-7464
PURE UUID: edd24e3b-3456-4006-b9ae-1c2ccbbe4961
ORCID for Rosalind Edwards: ORCID iD orcid.org/0000-0002-3512-9029

Catalogue record

Date deposited: 26 Jan 2015 12:52
Last modified: 15 Mar 2024 03:37

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Contributors

Author: Val Gillies
Author: Nicola Horsley

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