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

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  • Curis 2

    Submitted manuscript, 378 KB, PDF document

  • Maja Plum
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’.
Original languageEnglish
JournalPedagogy, Culture and Society
Issue number3
Pages (from-to)375-388
Number of pages14
Publication statusPublished - 2017

    Research areas

  • Faculty of Humanities - evidence, evidence-based methods, scripted pedagogies, politics, early childhood education, day care, actor-network theory, dialogic reading

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