Evans, Rhiannon  ORCID: https://orcid.org/0000-0002-0239-6331
2017.
Emotional pedagogy and the gendering of social and emotional learning.
British Journal of Sociology of Education
38
(2)
, pp. 184-202.
10.1080/01425692.2015.1073102
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Abstract
Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gendering strategies utilised by educational professionals during the course of their emotional pedagogy. Three strategies are considered: the overt coercion of girls to demonstrate their learning; the permission of boys’ passivity, with their docile bodies being indicated as a signifier of participation; and the restricting of occasions for emotional expression in accordance with perceived gender norms. Efforts to inculcate students with a gendered emotional subjectivity mean that differential learning opportunities are on offer, raising concerns about the introduction of new forms of gendered educational inequalities.
| Item Type: | Article |
|---|---|
| Date Type: | Publication |
| Status: | Published |
| Schools: | Research Institutes & Centres > Centre For Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer) Schools > Social Sciences (Includes Criminology and Education) Schools > School of Social and Spatial Sciences |
| Subjects: | H Social Sciences > H Social Sciences (General) |
| Publisher: | Taylor and Francis |
| Date of First Compliant Deposit: | 23 September 2026 |
| Last Modified: | 24 Sep 2026 13:59 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/75560 |
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