Description Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions.
Instead, we should consider Social and Emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students About the Author Clio Stearns, Ph D, is educational consult and adjunct instructor at Westfield State University..
In Stearns\'s view, the educational community should not consider children\'s Social and Emotional worlds as fair domain for mastery or learning.
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.
Claiming that SEL participates in Cultural demands for "hegemonic positivity," Stearns illustrates the dangers and undesirable demands of this impossible curricular regime.
Stearns questions undergirding presumptions about children, teachers, and SEL\'s interplay with Cultural and educational trends.
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.
Description Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions
