Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-10T04:37:57.751Z Has data issue: false hasContentIssue false

seven - Reproducing inequalities

Published online by Cambridge University Press:  05 April 2022

Get access

Summary

Introduction

The ideas about brain science and early intervention put forward by its proponents in government policy reports, lobbyist websites and professional materials, give off an aura of optimism – what has been referred to as a ‘hopeful ethos’ (Rose and Abi-Rached, 2013). The hopeful ethos captures the idea that our fate is not pre-determined by our biology or social position, but is shaped by early social processes that mould the brain. It leads to the idea that, as individuals and as a nation, we have the opportunity to do something about that: ‘we are now acquiring the obligation to take care of our brain – and the brains of our families and children – for the good of each and all’ (Rose and Abi-Rached, 2013: 223). The notion of being able to invest and intervene in parenting so as to shape a baby's brain development to ensure better life chances for the young child and for the future of the nation feels constructive and positive. All that is required in this view is for experts to explain and demonstrate to mothers how to bring their children up for best effect, and for mothers to listen, learn and step up to fulfil the responsibility to take good care of their children's brain development. The complex web of relationships between adults and children in families and communities, and the accompanying array of childhood interactions, are scaled down to the level of the relationship between a baby and what is referred to as their ‘primary caregiver’. It is mothers who are positioned as, and overwhelmingly are, ‘primary carers’. This is a point with major implications for mothers that we explore in this chapter. We need to pay attention to the way that the early intervention doctrine invigorates a ‘neurosexism’ (Fine, 2010) that chimes with innately gendered ideas about women and their place. Traditional stereotypes of women as biological nurturers and notions of maternal responsibility lead to mothers becoming de facto sites for early intervention (Kenney and Müller, 2016), ultimately holding women accountable for the wellbeing of the nation and for poverty, crime and other social ills that may threaten this.

Type
Chapter
Information
Challenging the Politics of Early Intervention
Who's 'Saving' Children and Why
, pp. 131 - 154
Publisher: Bristol University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×