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Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States
Review of Educational Research
Format: Journal Article
Publication Date: Nov 30, 2008
Pages: 533
Sources ID: 89661
Notes: Accession Number: EJ879471; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; Language: English; Education Level: Adult Education; Reference Count: 101; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2010DOI 10.3102/0034654308325184; ISSN 00346543; ISSN 19351046; ISSN 0034-6543 (print); ISSN 1935-1046 (print)DOI 10.3102/0034654308325184; ISSN 00346543; ISSN 19351046; ISSN 0034-6543 (print); ISSN 1935-1046 (print)DOI 10.3102/0034654308325184; ISSN 00346543; ISSN 19351046; ISSN 0034-6543 (print); ISSN 1935-1046 (print)
Visibility: Public (group default)
Abstract: (Show)
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals by focusing on emotional and behavioral control strategies that privilege individualist models of self. SEL in practice thus becomes another way to focus attention on measurement and remediation of individual deficits rather than a way to redirect educators' focus toward the relational contexts of classrooms and schools. The promise of SEL to foster increased achievement and equity in American education may not be realized unless more work is done to connect ideals with practices and to address the political and cultural assumptions that are being built into contemporary approaches.