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‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools

Wood, PJM (2017) ‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools. Education 3-13. ISSN 0300-4279

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Abstract

This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 19th June 2017, available online: http://www.tandfonline.com/10.1080/03004279.2017.1339724
Uncontrolled Keywords: 1301 Education Systems
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: School of Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 21 Jun 2017 11:12
Last Modified: 07 Sep 2017 09:33
DOI or Identification number: 10.1080/03004279.2017.1339724
URI: http://researchonline.ljmu.ac.uk/id/eprint/6721

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