Podcast 2: Educative Evidence Based Practice Needs an Educative Core скачать в хорошем качестве

Podcast 2: Educative Evidence Based Practice Needs an Educative Core

Episode Summary In this episode, Brad explores the concept of Educative Evidence-Based Practice (EEBP) in music education, a critical reimagining of how evidence-based practice should function in educational settings. The speaker challenges the neoliberal version of evidence-based practice (NEBP) that has been "parachuted into music education" and advocates for a music teachers to investigate the original medical model's balanced, contextual approach. Key Topics Discussed 1. Origins of EEBP How evidence-based practice entered Brad's world as a classroom music teacher (2019-2020) Discovery of Hoffman et al's four circles model of evidence-based practice The catalyst for developing Educative Evidence-Based Practice 2. Teaching as Subversive Activity Drawing from the Deschooling movement of the 1960s-70s Postman and Weingartner's concept of developing "built-in shockproof crap detectors" The ethical obligation of experienced teachers to teach subversively 3. Semiotic Guerrilla Warfare Twisting and reinterpreting the language and narratives of NEBP Operating within the system while simultaneously subverting it Challenging what constitutes meaningful evidence in music education 4. Reclaiming the Medical Model The original MEBP (Medical Evidence-Based Practice) model vs. the "what works best" version Integration of research evidence with professional expertise and patient/student values The importance of context, professional judgment, and individual situations 5. First Do No (Net) Harm The critical component missing from NEBP Balancing benefits against potential harms Democratic pedagogy and co-operative decision-making with students 6. Educative Teaching and Learning John Dewey's philosophy of education as facilitating growth and renewal Teachers and students as co-creators rather than authoritarian relationships Evidence as subordinate to the aims and purposes chosen by teachers and students 7. The Evidence Circle What counts as research and evidence in music education Diverse research traditions: quantitative, qualitative, philosophical, historical The five-step process of evidence-based practice as critical reflective practice Key Takeaways EEBP is a dialogic, recursive, critically reflective practice that values teaching and learning as dynamic processes Teachers should be empowered as intellectuals with autonomy to interpret evidence contextually Students should be active co-creators of their education, not passive recipients Evidence should inform but not dictate pedagogical practice Education is a living, evolving practice, not a fixed set of rules Resources Mentioned Hoffman et al's "Evidence-Based Practice Across the Health Professions" Oxford University Press's 2023 text "Music Education Research: An Introduction" EEBP website (for updates and additional resources) About This Episode This presentation was originally delivered at the first EEBP symposium and serves as a foundational exploration of the EEBP concept as contributors work on the EEBP book project.