Social and emotional learning and indigenous ideologies in Aotearoa New Zealand: A biaxial blend

Abstract

This chapter describes the fundamentals of social and emotional learning (SEL) and its benefits within educational contexts. An argument is presented for the visibility and centrality of SEL imperatives in education policies, the curricula and teaching pedagogies given that they collectively assume an integral and interconnected role in the promotion of student well-being and achievement. The chapter then explores the notion that there is a complementary dimension of SEL-one that sees SEL imperatives through an Indigenous lens. It is argued that this lens enables teachers to attain a clearer vision of their students’ cultural identities and ultimately become more attuned to the way their cultural interactions are able to be played out within learning contexts. The concept of manaakitanga-one that comes from within a Māori worldview and has resonance with CASEL’s SEL core competencies- is then introduced. The literal meaning of manaakitanga is ‘to care’, and in order to illustrate the connection between SEL core competencies and Indigenous phenomenology, a case study of an exemplary teacher of Māori students is narrated.