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Emotional pedagogy and the gendering of social and emotional learning

Evans, Rhiannon Emily 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: Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer)
Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Uncontrolled Keywords: social and emotional learning, wellbeing, pedagogy, school, intervention, implementation
Publisher: Taylor & Francis
ISSN: 0142-5692
Funders: MRC
Date of First Compliant Deposit: 30 March 2016
Date of Acceptance: 18 May 2015
Last Modified: 28 Oct 2022 10:02
URI: https://orca.cardiff.ac.uk/id/eprint/76509

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