Getting to the ‘Heart’ of Socio-Emotional Learning (SEL): Challenging Epistemology and Ontology in Emotion Theory DOI Creative Commons
K. A. Goodman

New Zealand Journal of Educational Studies, Journal Year: 2024, Volume and Issue: 59(1), P. 175 - 191

Published: May 8, 2024

Abstract Educational psychology remains constricted by Westernised science’s universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but underpinning ontology theories appear to be largely unexamined. importance was highlighted Covid-19 pandemic, with wellbeing initiatives accumulating, now, more than ever before, research practice in Aotearoa New Zealand must called account. Most existing programmes derive from anthropological, psychological observation-based approaches, unquestioningly proposing that we all feel because of, or response to, certain occurrences our lives. Dare question this ‘given’ through decolonising cross-cultural lens? Māori values, holistic concepts diverse ways knowing being emotion need considered as looks beyond dominant discourse current SEL. In classrooms every day, practitioners discern how discuss respond emotions, own those students care. This article invites educators critique understandings considers challenge acknowledge culturally classroom contexts Zealand.

Language: Английский

Diverse Students’ Mathematical Wellbeing DOI Creative Commons
Julia L. Hill, Jodie Hunter

New Zealand Journal of Educational Studies, Journal Year: 2024, Volume and Issue: 59(1), P. 211 - 234

Published: April 18, 2024

Abstract Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, disengagement education, we argue for more contextualised approach. We define ‘mathematical wellbeing’ (MWB) as fulfilment values whilst learning accompanied by positive feelings (e.g., enjoyment) functioning engagement) discipline. report 3073 New Zealand Year Three to Eight students’ responses survey measuring their seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, emotions, relationships. Students’ was highest relationships perseverance lowest engagement emotions; declined from Years Eight; females often rated higher males; school sociodemographic status mostly not significant, emotions differed across ethnicities. Research implications include understanding target areas improve diverse experiences education.

Language: Английский

Citations

1
‘No rest from the mess’: an intersectional analysis of young women’s pandemic lives in Aotearoa New Zealand DOI
Holly Thorpe, Nida Ahmad, Mihi Nemani

et al.

Community Work & Family, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 21

Published: Oct. 17, 2023

ABSTRACTThis paper examines how the COVID-19 pandemic impacted everyday lives of young women living in Aotearoa New Zealand. Engaging a feminist intersectional and youth studies approach drawing upon interviews focus groups with 45 (16–25 years) from diverse socio-economic cultural backgrounds, we reveal culture, ethnicity, conditions gendered emotional labor expected (i.e. caring for younger siblings, vulnerable family members, various chores, part-time work), practices care others women's capacity their own educational, social career development. Ultimately, this highlights remarkable agency during pandemic, compassion empathy others, learnings reflections, period radical disruption future imaginings themselves. In so doing, our analysis raises important questions youth-focused employment policies, calling more approaches that consider is continuing to significantly unevenly shape identity development life trajectories women.KEYWORDS: Intersectionalityyoung womenpandemichomeworkeducationfutures AcknowledgementsWe are grateful participants sharing experiences us, those who kindly supported connections these (i.e., teachers). The authors also wish thank reviewers highly constructive feedback on an earlier version article.Disclosure statementNo potential conflict interest was reported by author(s).Additional informationFundingProfessor Thorpe acknowledges support Royal Society James Cook Fellowship (JCF-UOW2101).Notes contributorsHolly ThorpeHolly Professor Gender Sport Te Huataki Waiora School Health at University Waikato, She sociologist entanglements bodies, movement, power, theory method.Nida AhmadNida Ahmad independent researcher based Colorado, USA. Her doctoral research focused digital Muslim sportswomen they use media represent aspects identities.Mihi NemaniMihi Nemani Senior Lecturer Manukau Institute Technology Waikato. Indigenous Feminist perspectives as Samoan-Māori woman provide nuanced insider views practice within Pasifika Māori communities Aotearoa-New Zealand.Grace O'LearyGrace O'Leary geographer sociologist. interests include theory, deviance, gender, subjectivities, bodies sport leisure spaces.

Language: Английский

Citations

3
Getting to the ‘Heart’ of Socio-Emotional Learning (SEL): Challenging Epistemology and Ontology in Emotion Theory DOI Creative Commons
K. A. Goodman

New Zealand Journal of Educational Studies, Journal Year: 2024, Volume and Issue: 59(1), P. 175 - 191

Published: May 8, 2024

Abstract Educational psychology remains constricted by Westernised science’s universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but underpinning ontology theories appear to be largely unexamined. importance was highlighted Covid-19 pandemic, with wellbeing initiatives accumulating, now, more than ever before, research practice in Aotearoa New Zealand must called account. Most existing programmes derive from anthropological, psychological observation-based approaches, unquestioningly proposing that we all feel because of, or response to, certain occurrences our lives. Dare question this ‘given’ through decolonising cross-cultural lens? Māori values, holistic concepts diverse ways knowing being emotion need considered as looks beyond dominant discourse current SEL. In classrooms every day, practitioners discern how discuss respond emotions, own those students care. This article invites educators critique understandings considers challenge acknowledge culturally classroom contexts Zealand.

Language: Английский

Citations

0