pISSN : 1976-1961

Evidence-Based Practice, Professionalism and Respect for Diversity: A Tense Relation



AUTHOR : Michel Vandenbroeck

INFORMATION : page. 1~20 / 2012 Vol.6 No.1


ABSTRACT

There is a global tendency towards evidence-based practice in education, meaning that practice is molded by research that prescribes “what works” to achieve predefined outcomes. This may present serious pitfalls. Considering that early childhood education in all affluent regions and beyond has to deal with social and cultural diversity, professionals will have to work in contexts of unpredictability and complexity. In this manuscript we develop the central pedagogical questions regarding respect for diversity and their consequences for the professionalization of the early years workforce. Professionalism needs to be understood as systemic and reflective. This may be in tension with evidence-based practice, as the latter leads to standardization and prescription, reducing the discretionary space of professionals. Moreover, evidence-based practice may represent serious democratic deficits, excluding children and parents from the societal debate about what early childhood education is for.

Keyword :

evidence-based education,diversity,professionalization,parents 1,


Diversity in Early Childhood Education



Professionalism



Evidence-based Practice



Democracy, Diversity and Evidence-based Practice



Conclusions



References




Journal Archive

11 Volumes, 2 Issues, 155 Articles


Tag Cloud


The Pacific Early Childhood Education Research Association (Stay Connected)
E-mail : apjrece@gmail.com or pecera06@hanmail.net
Copyright PECERA. All Rights Reserved.
Design by Hakjisa Pub.