The Role of Critical, Enabling and Empowering Pedagogies in the Field of Emotional and Social Learning in Schools

Abstract

Many systematic assessments and interventions dominate the field of emotional and social learning in schools. These include behavior-orientation, evidence based practices, and school-wide models based on a response-to-intervention structure, as well as data-driven instruction. Social technologies allow the management, control, and governance of large school systems. Yet, critical educators must also think about our idea of man, our concept and notion of society, and about the significance of freedom, autonomy, individuality, diversity, cultural sensitivity, and equality. Constricted by a control apparatus that becomes powerful and well-functioning, these values are often affected. Examination of the landscapes of education in theory and practice in North America provides us with critical, enabling, and empowering pedagogies. These approaches often focus on Student Participation, Student Voice, Teaching for Social Justice, Hip Hop and Rap Pedagogies, or Citizenship Education. These highly valued models and approaches impact the emotional and social learning in schools and the development of inclusive school cultures. The debate cannot only be about the effectiveness of our educational systems and the means and institutional functioning of our schools, but must include our educational and social ideals and utopias, especially those that center around equality , solidarity, social inclusion, cultural diversity, sustainability, and a just world worth living for everyone. Pro-social behaviors most naturally occur when learners participate together in developmentally appropriate positive environments that promote relevant activities reflecting life situations and recognizing cultural backgrounds. When students help craft the learning experiences and sense their value as individuals, they feel visible in their relationship with the global whole and many pro-social behaviors arise naturally.