Building and Using Common Knowledge as a Tool for Pedagogic Action: A Dialectical Interactive Approach for Researching Teaching

Chandra, Prabhat

doi:10.1007/978-981-13-6826-4_10

Cited by 8 publications

(1 citation statement)

References 12 publications

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“…Among the first to criticize global ECD were Africa‐based psychologists like A. Bame Nsamenang (2010), Kofi Marfo (along with sociologist Alan Pence; Pence and Marfo, 2008), and Robert Serpell (Serpell, 2019; Serpell and Nsamenang, 2014), each of whom points to insufficient consideration of local contexts and knowledge in global ECD. A new generation of scholars from the global South is continuing this work (e.g., Ejuu, 2015; Ng'asike and Swadener, 2019; Oppong, 2015; Rai, 2019). Other researchers apply sociological approaches to global ECD, focusing mainly on the social construction and circulation of a particular, Western‐derived concept of childhood through this movement (Nilsen and Steen‐Johnsen, 2020; Penn, 2011; Siagian et al., 2019).…”

Section: Toward a Critical Engagement With Global Ecdmentioning

confidence: 99%

“Poor brain development” in the global South? Challenging the science of early childhood interventions

Scheidecker

Chaudhary

Keller

et al. 2023

Ethos

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Global Early Childhood Development (ECD)-an applied field with the aim to improve the "brain structure and function" of future generations in the global South-has moved to the center of international development. Global ECD rests heavily on evidence claims about widespread cognitive, social, and emotional deficits in the global South and the benefits of changing parenting practices in order to optimize early childhood development. We challenge these claims on the grounds that the leading ECD literature excludes research from anthropology, cultural psychology, and related fields that could provide crucial insights about childrearing and children's development in the targeted communities. We encourage anthropologists and other scholars with ethnographic expertise on childhood to critically engage with global ECD. To facilitate such an endeavor, this article sketches the history, scientific claims, and interventions of global ECD, points out the critical potential of ethnographic research, and suggests strategies to make ethnography more relevant. KEYWORDS early childhood development, parenting interventions, international development, applied researchFrench translation of the abstract Le développement cérébral est-il déficient dans les pays du Sud ? Contester la scientificité des interventions précoses chez l'enfantThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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