Critiquing Social and Emotional Learning
Psychodynamic and Cultural Perspectives
Seiten
2021
Lexington Books (Verlag)
978-1-4985-7271-2 (ISBN)
Lexington Books (Verlag)
978-1-4985-7271-2 (ISBN)
Critiquing Social and Emotional Learning offers a systematic cultural analysis of social and emotional learning (SEL) as a codified phenomenon in education. Clio Stearns critiques the messages of SEL and argues for more allowance of negative affect and complex emotional existence in the classroom.
Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions. In Critiquing Social and Emotional Learning:Psychodynamic and Cultural Perspectives, Clio Stearns draws on qualitative classroom observations, teacher interviews, and analysis of prominent SEL program materials to offer a critique of SEL as a codified phenomenon. Stearns questions undergirding presumptions about children, teachers, and SEL’s interplay with cultural and educational trends. Claiming that SEL participates in cultural demands for “hegemonic positivity,” Stearns illustrates the dangers and undesirable demands of this impossible curricular regime. In particular, Stearns highlights how closeness and understanding in the classroom are repeatedly circumvented and how normative and necessary parts of life like negative affect and interpersonal conflict are disregarded. In Stearns's view, the educational community should not consider children's social and emotional worlds as fair domain for mastery or learning. Instead, we should consider social and emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students
Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions. In Critiquing Social and Emotional Learning:Psychodynamic and Cultural Perspectives, Clio Stearns draws on qualitative classroom observations, teacher interviews, and analysis of prominent SEL program materials to offer a critique of SEL as a codified phenomenon. Stearns questions undergirding presumptions about children, teachers, and SEL’s interplay with cultural and educational trends. Claiming that SEL participates in cultural demands for “hegemonic positivity,” Stearns illustrates the dangers and undesirable demands of this impossible curricular regime. In particular, Stearns highlights how closeness and understanding in the classroom are repeatedly circumvented and how normative and necessary parts of life like negative affect and interpersonal conflict are disregarded. In Stearns's view, the educational community should not consider children's social and emotional worlds as fair domain for mastery or learning. Instead, we should consider social and emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students
Clio Stearns, PhD, is educational consult and adjunct instructor at Westfield State University.
Chapter 1: History and Historiography of SEL
Chapter 2: Data Sources and Research Settings
Chapter 3: “I’m Happy, Cause, I Don’t Know”: SEL and Hegemonic Positivity
Chapter 4: Emotions for Compliance
Chapter 5: The Body in the Classroom
Chapter 6: A Peculiar Relationship to Knowledge
Chapter 7: Interpersonal Conflicts
Chapter 8: Some Sociopolitical Implications of Managing Emotion
| Erscheinungsdatum | 19.04.2021 |
|---|---|
| Reihe/Serie | Critical Childhood & Youth Studies: Theoretical Explorations and Practices in Clinical, Educational, Social, and Cultural Settings |
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 154 x 219 mm |
| Gewicht | 290 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 1-4985-7271-5 / 1498572715 |
| ISBN-13 | 978-1-4985-7271-2 / 9781498572712 |
| Zustand | Neuware |
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