Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Language and Communication Considerations With SEL

Abstract

Social and emotional learning scholars advocate discussion as a preferred instructional method yet rarely specify how discussions should be designed or facilitated. Furthermore, SEL literature contains contradictory imperatives: to accept all emotions and to maintain “hegemonic positivity”. Moreover, the literature typically overlooks the ways in which emotional experience and expression are shaped by culture, class, and gender. We address these issues in an analysis of two case study primary lessons drawn from a two-year ethnographic study. Each case reflects a different interactional form for discussing emotions: (a) inclusive emotional dialogue –in which participants are expected to share their emotions; (b) emotional inquiry – in which participants are encouraged to explore emotions and how they and others experience and express them.

Authors

• Eran Hakim, Tel Aviv University

• Adam Lefstein, Ben-Gurion University of the Negev

• Hadar Netz, Tel Aviv University