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

Edwards, R., Gillies, V. and Horsley, N. 2015. Early intervention and evidence-based policy and practice: framing and taming. Social Policy and Society. 15 (1), pp. 1-10. doi:10.1017/S1474746415000081

TitleEarly intervention and evidence-based policy and practice: framing and taming
AuthorsEdwards, R., Gillies, V. and Horsley, N.
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.

KeywordsEarly intervention; brain science; evidence-based; parenting; social inequalities
JournalSocial Policy and Society
Journal citation15 (1), pp. 1-10
ISSN1474-7464
Year2015
PublisherCambridge University Press
Accepted author manuscriptSP_S_accepted_EI_evidence_article.pdf
Digital Object Identifier (DOI)doi:10.1017/S1474746415000081
Publication dates
Published in printJan 2016
Published02 Mar 2015
Published online02 Mar 2015

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