Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care
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Making 'what works' work : enacting evidence-based pedagogies in early childhood education and care. / Plum, Maja.
In: Pedagogy, Culture and Society, Vol. 25, No. 3, 2017, p. 375-388.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Making 'what works' work
T2 - enacting evidence-based pedagogies in early childhood education and care
AU - Plum, Maja
PY - 2017
Y1 - 2017
N2 - Inspired by perspectives from actor-network theory, this paper challenges key assumptions in evidence-based pedagogies. Through a multi-sited analysis of the evidence-based pedagogy ‘Dialogic Reading’ (DR) in the area of early childhood education and care in Denmark, the paper explores how DR is enacted as part of an assemblage of tests, research in the field of audiologopedics, classifications of reading disabilities, day care centres and the book as a ‘nice experience’. It also explores how DR is organised in a local day care centre, hereby organising objects such as dolls, books, children and a mattress. As such, the paper shows how DR, as an evidence-based method, is established through concrete relations, rather than abstracted and universal principals. It argues that these relations stabilising DR are never enacted once and for all, but require continual work to be held together as a method that ‘works’.
AB - Inspired by perspectives from actor-network theory, this paper challenges key assumptions in evidence-based pedagogies. Through a multi-sited analysis of the evidence-based pedagogy ‘Dialogic Reading’ (DR) in the area of early childhood education and care in Denmark, the paper explores how DR is enacted as part of an assemblage of tests, research in the field of audiologopedics, classifications of reading disabilities, day care centres and the book as a ‘nice experience’. It also explores how DR is organised in a local day care centre, hereby organising objects such as dolls, books, children and a mattress. As such, the paper shows how DR, as an evidence-based method, is established through concrete relations, rather than abstracted and universal principals. It argues that these relations stabilising DR are never enacted once and for all, but require continual work to be held together as a method that ‘works’.
KW - Faculty of Humanities
KW - evidence
KW - evidence-based methods
KW - scripted pedagogies
KW - politics
KW - early childhood education
KW - day care
KW - actor-network theory
KW - dialogic reading
U2 - 10.1080/14681366.2016.1270349
DO - 10.1080/14681366.2016.1270349
M3 - Journal article
VL - 25
SP - 375
EP - 388
JO - Pedagogy, Culture and Society
JF - Pedagogy, Culture and Society
SN - 1468-1366
IS - 3
ER -
ID: 170739555