Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

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

Harvard

Plum, M 2017, 'Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care', Pedagogy, Culture and Society, vol. 25, no. 3, pp. 375-388. https://doi.org/10.1080/14681366.2016.1270349

APA

Plum, M. (2017). Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care. Pedagogy, Culture and Society, 25(3), 375-388. https://doi.org/10.1080/14681366.2016.1270349

Vancouver

Plum M. Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care. Pedagogy, Culture and Society. 2017;25(3):375-388. https://doi.org/10.1080/14681366.2016.1270349

Author

Plum, Maja. / Making 'what works' work : enacting evidence-based pedagogies in early childhood education and care. In: Pedagogy, Culture and Society. 2017 ; Vol. 25, No. 3. pp. 375-388.

Bibtex

@article{3f43f4ed7983409496b010ea60fc2050,
title = "Making 'what works' work: enacting evidence-based pedagogies in early childhood education and care",
abstract = "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 {\textquoteleft}Dialogic Reading{\textquoteright} (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 {\textquoteleft}nice experience{\textquoteright}. 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 {\textquoteleft}works{\textquoteright}.",
keywords = "Faculty of Humanities, evidence, evidence-based methods, scripted pedagogies, politics, early childhood education, day care, actor-network theory, dialogic reading",
author = "Maja Plum",
year = "2017",
doi = "10.1080/14681366.2016.1270349",
language = "English",
volume = "25",
pages = "375--388",
journal = "Pedagogy, Culture and Society",
issn = "1468-1366",
publisher = "Routledge",
number = "3",

}

RIS

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