Podcast 2: Educative Evidence Based Practice Needs an Educative Core

Описание: 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.