Social and Emotional Learning Schemes as Tools of Cultural Imperialism: A Manifestation of the National and International Child Well-Being Agenda?

Autor/in	Wood, Peter
Titel	Social and Emotional Learning Schemes as Tools of Cultural Imperialism: A Manifestation of the National and International Child Well-Being Agenda?
Quelle	In: Pastoral Care in Education, 36 (2018) 3, S.253-265 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2018.1479350
Schlagwörter	Social Development; Emotional Development; Well Being; Intervention; Elementary School Teachers; Teacher Attitudes; Teacher Aides; Self Concept; Moral Values; Foreign Countries; Mental Health; Teaching Methods; Educational Change; Elementary School Students; Child Behavior; Interpersonal Competence; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Handreichung; Lehrerhilfe; Selbstkonzept; Moral value; Ethischer Wert; Ausland; Psychohygiene; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Interpersonale Kompetenz
Abstract	The need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make the case that the discourses of emotions inherent within such schemes, and the various supranational publications, are susceptible to exploitation and manifestation. The study employed a mixed methodological approach, utilising a combination of quantitative and qualitative strategies with primary school staff members including head teachers, teachers, teaching assistants, welfare staff, other support staff, etc. Three phases of study--questionnaires, focus groups and individual interviews--were administered as a means of creating an insight into the interpretation and use of SEL in these settings. The findings demonstrate a propensity for staff to conflate social and emotional aspects of self with more moralistic constructs of identity, revealing how SEL schemes have the potential to act as tools of cultural imperialism by marginalising and/or endorsing certain values, norms and behaviours. After maintaining that such realisations of these schemes may impede rather than improve the lived experiences of children, that are fundamental to their social and emotional well-being and mental health, I make the case for alternative approaches to SEL in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01