Abstract
This paper engages with questions of logic and its politics to explore how those of us in early childhood education can become critical consumers of ‘brain research’. The research truths we use to construct classroom practices decide the meanings of our actions, thoughts and feelings and our interactions with children. Following Foucault (1980), I see these truths as intimately connected with power and its effects on us.
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MacNaughton, G. The politics of logic in early childhood research: A case of the brain, hard facts, trees and rhizomes. Aust. Educ. Res. 31, 87–104 (2004). https://doi.org/10.1007/BF03249530
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DOI: https://doi.org/10.1007/BF03249530