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we do not describe the world we see, but we see the world we describe Joseph Jaworski
Introduction
The purpose of this paper is to examine implications of community learning and
development (CL&D) moving towards an evidence-based practice (EBP) model.
What role does EBP play in assessing evidence around our profession, and the
impact of professionalisation and professionalism of our field? Does EBP show us
what will work, or what has worked? How does personal understanding of the
practitioner impact on both the evidence and ongoing practice?
Gibbs and Gambrill (2002, pg452) say
Evidence-based practice is designed to create professionals who are
lifelong learners who draw on practice-related research findings and
involve clients and informed participants in decisions made
However, as Davies (2003, pg98) draws attention
The proponents of evidence-based practice propose an unproblematic
relationship between research and practice, and also amongst policy,
research and practice. At first glance the idea of evidence-based
practice appears to be so obviously desirable (like universal literacy or
continuous improvement) that it might be regarded as a truism. Who
could argue against the idea that professional practice should be
based on evidence?
There are many terms in use around EBP, and the definition is not universal. The
other terms are practitioner-led research and practitioner enquiry. To me, EBP is an
examination of practice, led by the practitioner, framed with a purposeful question, a
critical, conscientious review of current best evidence, used in practice to help make
the best decisions. It is a view of what has worked in the past, then practitioner tacit
knowledge comes into play to help deal with uncertain outcomes as Schon (1983,
pg50) describes
makes innumerable judgements of quality for which he cannot
state adequate criteria, and he displays skills for which he cannot
state the rules and procedures ... [] ... It is this entire process of
reflection-in-action which is central to the 'art' by which practitioners
of
uncertainty,
instability,
What is Evidence?
Evidence can be a contested term. A positivist stance on evidence is a qualitative,
what can be measured, collection of hard facts and empirical data numbers of
attendees, achievements, and budget spent. Positivism
argues that, since the only possible content of true statements is
fact, it is scientific method that reveals facts about the world, Scientific
method is the set of rules that guarantee accurate representation; a
correspondence what reality is and how it is represented in knowledge.
There are fundamental expressible as universal generalizations
governing both the natural and social worlds and discoverable through
scientific activity. Positivism therefore equates legitimacy with science
(albeit an idealized picture of science) and scientific method (in the
sense of a set of general methodological rules) (Scott and Usher,
2011, pp12 - 13)
The majority of CL&D practitioners have become fairly proficient at the more
positivist evidence collection e.g. participant numbers, attendance and
achievements. What we have not been so good at capturing and exploiting is the
more qualitative evidence that illustrates the role CL&D can have in improving
peoples lives. How do we meaningfully link personal journeys to the kind of data that
governmental, local authority or funders need?
What do we, as CL&D practitioners, see as evidence, and how do we gather it? My
own interpretivist view leans towards more qualitative data, and critical analysis of
this. One method of achieving a more rounded view of qualitative data is to use
Brookfields 4 lenses. (1995, pp29 39) Using this we can perhaps show a
correlation between our work and the outcomes.
Evidence can range across artefacts from the positivist hard data, to more
interpretivist photos, case studies, evaluations, our reflections, and feedback from
partners and participants. It is important to be aware of the source of each piece of
evidence and the slant the author may put on it. In good practice, we would critically
analyse, using tools such as Brookfields 4 lenses (1991, pp29-29) our evidence to
take into account learner/participant view, our own view, theory and that of partners
and colleagues.
EBP has grown from medicine and travelled across professional boundaries into
education, CL&D and other areas of practice (Biesta, 2007, pg6). The links between
treatment in a medical setting and outcome are perhaps easier to plot a direct
relationship that the less obvious impacts of any CL&D intervention. However,
Hammersley quotes Davies that medicine and health care [] face very similar, if
not identical, problems of complexity, context-specificity, measurement and
causation to education (Davies 1999:112) (2001)
Evidence based practice allows us to get to grips with information in a way that
relying on databases and other sources of data can limit (Briggs, verbal input, PGDip
CL&D workshop, 20/01/16). When we examine our practice, we can identify what we
require. The questions can be directly relevant, rather than having to use what is
already there. The process of database information collection and input can filter the
usefulness of the raw data into something that has limited relevance very little of
the data we require in CL&D is simple to categorise and is rarely a binary answer.
Database input can also take a considerable amount of time, so data may be out of
date by the time we access it. Data can often be less complicated than the situation
we are examining. (Discussion at Aberdeenshire Community Planning Partnership
with Improvement Scotland, October 2015)
approach that is favoured. This more participative method may well find critical
friends who can assist in our reflective practice, and challenge our assumptions.
Professionalism or Professionalization?
One of the drivers towards EBP, is to help define the role of CL&D practitioners and
to give greater credence to the profession. Hargreaves states Professionalism
(improving quality and standards of practice) and professionalization (improving
status and standing) are often presented as complementary projects (improve
standards and you will improve status), but sometimes they are contradictory.
(2010: pg152)
Professionalism within the context of Hargreaves writing is about peer values, a
collaborative approach to a common agreed professional culture, with common
purpose to deal with rapidly changing environments and to deal with reform in a
landscape that is often uncertain and complex. (2000, pg 165) This also ties in with
Wengers theory of learning being a social model, and that we learn and improve
more when we work with others with shared interests. Communities of Practice: a
way of talking about the shared historical and social resources, frameworks, and
perspectives that can sustain mutual engagement in action (ed. Illeris, 2009,
Wenger, pp209-218). Within the debate around professionalism, Nocon references
the issue of professional ignorance (1989, pg34). Simply put, many professions have
evolved their own set of tacit knowledge, and ways of working that may seem
mystical to those out with their circles.
As CL&D face cuts in services and budgets, many practitioners feel the need to
improve the standing of our role. Professionalization can often be seen as
gatekeeping, and requires qualifications to be accepted as a professional, for
example, lawyers, teachers and doctors. Often this is an area of contest between
professions as people justify their role and defend their territory. Eraut sees the
prime reason for having a professional qualification can be seen as quality
assurance. (1994, pg213)
There can also be an institutional bias away from EBP, towards managerial
professionalism, where practitioners are one, often fairly low-level, link in a long line
of accountability structures, and less likely to feel engaged and autonomous. The
more democratic form of professionalism is about working together with
stakeholders, engendering a broader understanding. These two approaches can be
on opposing sides of the discussion, with unions and professional bodies preferring
the democratic approach where employers may favour the managerial route, where
the underlying premise is one of good management and robust structure being the
best way forward. (Sachs: 2000)
References
Biesta, G. (2007) Why What Works Wont Work: Evidence-based Practice
and the Democratic Deficit in Educational Research Educational Theory 57
(1)
Briggs, S and McArdle, K. (2012) Statistics and Stories: Generating Evidence
of Youth Work Effectiveness A Journal of Youth Work, Issue 10, 2012, (pp2336)
Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco,
Jossey-bass
Davies, B. (2003) Death to Critique and Dissent? The Policies and Practices of
New Managerialism and Evidence-based Practice, Gender and Education,
Volume 15 Number 1, (pp91-103)
Eraut, M (1994) Developing Professional Knowledge and Competence,
London, Falmer Press
Foucault, M. (1980) the eye of power. In C. Gordon (ed.) Power/Knowledge:
Selected Interviews and Other Writings 1972-1977 by Michel Foucault.
Sussex: Harvester Press
Gibbs, L. and Gambrill E (2002) Evidence-Based Practice: Counterarguments
to Objections, Research on Social Work Practice, Volume 12 Number 3, May
2006 (pp452-476)
Hammersley, M. (2001) Some Questions About Evidence-Based Practice in
Education, Symposium paper, Annual Conference of the British Educational
Research Association, Education-line
Hargreaves, A. (2000) Four Ages of Professionalism and Professional,
Learning, Teachers and Teaching, 6:2, 151-182
Illeris, K (editor) (2009) Contemporary Theories of Learning, Learning
Theorists in their own words, Abingdon, Routledge (pp209-218)
Nocon, A. (1989) Forms of Ignorance and Their Role in the Joint Planning
Process, Social Policy & Administration, Volume 23, Number 1
Sachs, J (2000) The Activist Professional, Journal of Educational Change,
Volume 1, Issue 1, pp 77-94
Scott, D, and Usher, R. (2011) Researching Education (2nd Edition). London,
GB: Continuum
Taylor, M (2003) Public Policy in the Community, Hampshire, Palgrave
Dawn Cara Brown,
student ID 51554139
Other sources.
Biggs, S. Verbal input at CL&D workshop, 20/01/16
Discussions with Aberdeenshire Community Planning Partnership, October 2015
Discussions with classmates at PG Dip CL&D 20/01/16