Brain science and early years policy: Hopeful ethos or ‘cruel optimism’?

Abstract

Ideas that the quality of parental nurturing and attachment in the first years of a child's life is formative, hard-wiring their brains for success or failure, are reflected in policy reports from across the political spectrum and in targeted services delivering early intervention. In this article we draw on our research into 'Brain science and early intervention', using reviews of key policy literature and interviews with influential advocates of early intervention and with early years practitioners, to critically assess the ramifications and implications of these claims. Rather than the 'hopeful ethos' proffered by advocates of the progressive nature of brain science and early intervention, we show that brain claims are justifying gendered, raced and social inequalities, positioning poor mothers as architects of their children's deprivation.

(Low) Expectations, Legitimization, and the Contingent Uses of Scientific Knowledge: Engagements with Neuroscience in Scottish Social Policy and Services

“…By examining our respondents' discussions of "scientific research" (which we understand here both as actual specific scientific articles and findings, and an imagined and assumed neurobiological "canon"), we adopt a "symmetrical" position common in the sociology of scientific knowledge (SSK) (Bloor 1991) and other traditions within STS. Accordingly, we diverge from the interests of some other authors concerned with neuroscience and policy (for example, Macvarish, Lee, and Lowe 2014;Wastell and White 2012;Edwards, Gillies, and Horsley 2015). Our principal concerns lie neither with the accuracy of our respondents' understandings of neuroscience, nor the appropriateness of the uses to which it is put.…”

“…First, we will contribute to discussions around (low) expectations by considering them within policy discourse (rather than within narratives emerging from healthcare settings, scientific institutions, or industry (Gardner, Samuel, and Williams 2015;Tutton 2011;Fitzgerald 2014;Pickersgill 2011)). Second, our analysis will augment literatures concerned with the ways in which different actors draw on (neuro)science for policy and service design and delivery (Broer and Pickersgill 2015;Edwards, Gillies, and Horsley 2015;Lowe, Lee, and Macvarish 2015a;Lowe, Lee, and Macvarish 2015b) especially through underscoring the ambiguities and uncertainties present in their accounts. Third, this paper enhances empirical specificity concerning the impacts and translation of neuroscientific knowledge in contemporary society (Bröer and Heerings 2013;Buchman et al 2013;Pickersgill 2013;Pickersgill et al 2015;Rose 2007;Rose and Abi-Rached 2013;Singh 2013;Vidal 2009;Vrecko 2010).…”

“…The visibility of the neurosciences within UK policy has been documented extensively in recent years (Broer and Pickersgill 2015;Macvarish, Lee, and Lowe 2014;Wastell and White 2012;Edwards, Gillies, and Horsley 2015). A feature of much of this literature is a critique of policymakers, who are often regarded as misusing the neurosciences (Wastell and White 2012, 402;Edwards, Gillies, and Horsley 2015;Lowe, Lee, and Macvarish 2015a;Lowe, Lee, and Macvarish 2015b.)…”

“…A feature of much of this literature is a critique of policymakers, who are often regarded as misusing the neurosciences (Wastell and White 2012, 402;Edwards, Gillies, and Horsley 2015;Lowe, Lee, and Macvarish 2015a;Lowe, Lee, and Macvarish 2015b.) Rosalind Edwards and colleagues, for example, argue that "pseudo-scientific 'brain science' discourse is co-opted to bolster policy claims about optimal childrearing" (Edwards, Gillies, and Horsley 2015, 2).…”

The (bio)politicization of neuroscience in Australian early years policies: fostering brain-resourcesashuman capital

“…Neuroscience evidence thus offers politicians new ways to avoid any acknowledgment of class connections or categorization of people (Edwards, Gillies & Horsley, 2013;Edwards, Gillies & Horsley, 2015) and responsibility for policies that address broader social problems. At the same time, they responsibilize parenting / mothering for environments that lead to gaining or losing human brain capacity.…”