Students’ reproduction and transformation of norms incorporated into a programme for social and emotional learning

Abstract

The present ethnographic study aims to explore how students reproduce and make use of a programme for social and emotional learning to create their own moral orders and routines for interaction in their local school context. The study demonstrates that the students made use of routines and norms conveyed by the programme to negatively position and exclude peers as well as to reproduce discourses of ‘blaming the victim’. The results highlight the inappropriateness of implementing a programme that strips emotions and behaviours of their meaning and that fails to situate emotions within students’ actual social and cultural contexts. The study demonstrates how such an approach relocates the responsibility for dealing with socially and culturally situated problems to the individual and denies teachers the opportunity to respond to problematic situations that give rise to emotions of anger and that emerge in social and cultural contexts at school.