Moments of epistemic friction: resistance and acceptance of early prevention science in child protection social work practice and policy

Abstract

Early prevention science (EPS) is a field encompassing recent advances in child development knowledge. This knowledge is increasingly being operationalised and (mis)applied in child protection, with some scholars noting oppressive consequences. This article uses theories of epistemic justice, specifically José Medina’s notion of epistemic friction, to discuss how EPS was accepted and/or resisted in child protection practice and policy in Aotearoa New Zealand, during the 2010s. It draws from a wider doctoral study, including policy analysis (n = 5) and interviews with social workers (n = 24). Analysis suggests that social workers moved between acceptance of and resistance to EPS. Further, they require institutional support to critically engage with alternative knowledges, thereby pursuing broader social and epistemic justice goals. Individual or institutional responsibility and accountability are resisted and problematised; instead, a both/and approach is advocated, allowing for multiple truths.