Let’s talk politics! As SEL becomes increasingly situated in the midst of educational “culture wars” between the political left and right, we decided to devote an entire episode to discussing how this polarization has happened and what it means. Is SEL a “Trojan Horse for Critical Race Theory,” as some conservative groups argue? Is it an innocently “apolitical” phenomenon supported by an entirely objective research base? Tune in to follow our discussion about political non-negotiables, open-mindedness, and the tricky balance of making room for both.

Participants:

Melvin Chan, BSc, MA, York University

Jinan El Sabbagh, PhD, Oklahoma State University

Adishi Gupta, MA, University of British Columbia

Emma McMain, PhD, Washington State University

Tonje Molyneux, MEd, MA, University of British Columbia

Facilitators: Tonje Molyneux and Emma McMain

Editor: Adam Engelbrecht

References:

Buck, D. (2022, August 13). Conservatives are right to be skeptical of SEL. National Review. Retrieved from https://www.nationalreview.com/2022/08/conservatives-are-right-to-be-skeptical-of-sel/

Strambler, M. (2023, May 12). Open inquiry initiative: The intellectually honest case for social and emotional learning. Discourse Magazine. Retrieved from https://www.discoursemagazine.com/p/open-inquiry-initiative-the-intellectually-honest-case-for-social-and-emotional-learning

Drawing on our own experiences and associations with yoga and meditative practices, we investigate the rise of mindfulness and yoga in SEL programs. Substantial research touts the benefits of these practices across age groups, and yet we wonder what pieces get lost or left behind as these practices are imported into the Western colonial landscape of SEL. How can we in the SEL community be responsible and respectful toward practices that are situated in specific historical contexts and evolving realities, including the current political climate in India?

Participants:

Melvin Chan, BSc, MA, York University

Jinan El Sabbagh, PhD, Oklahoma State University

Adishi Gupta, MA, University of British Columbia

Emma McMain, PhD, Washington State University

Tonje Molyneux, MEd, MA, University of British Columbia

Facilitators: Adishi Gupta and Emma McMain

Editor: Adam Engelbrecht

References:

Duane, A., Casimi, A. E., Mims, L. C., Kaler-Jones, C., & Simmons, D. (2021). Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice. Middle School Journal, 52(3), 4-14. https://doi.org/10.1080/00940771.2021.1893593

Sood, S. (2023, June 22). ‘Om-washing’: Why Modi’s yoga day pose is deceptive. Aljazeera. Retrieved from https://www.aljazeera.com/opinions/2023/6/22/om-washing-modis-yoga-day-pose-of-deception

Gut bacteria, viruses, microbes, sand and soil…in this episode, we acknowledge how sociality and emotionality are always embedded within human-nonhuman entanglements. How can SEL be extended to recognize and nurture these entanglements? If SEL is to move from a humanist to a “posthumanist” stance, one that knocks humans off the top of the species hierarchy and aims to learn with rather than about other species, important questions must be asked. What happens when human-nonhuman relationships are embraced in a way that still positions nonhumans in service of humans? Must we feel a sense of sameness with other species to care and connect with them, or can we develop reciprocal relationships that leave room for difference?

Participants:

Melvin Chan, BSc, MA, York University

Jinan El Sabbagh, PhD, Oklahoma State University

Adishi Gupta, MA,University of British Columbia

Emma McMain, PhD, Washington State University

Tonje Molyneux, MEd, MA, University of British Columbia

Facilitator: Melvin Chan

Editor: Adam Engelbrecht

References:

Chan, M. C., Schonert-Reichl, K. A., & Binfet, J. (2022). Human-animal interactions and the promotion of social and emotional competencies: A scoping review. Anthrozoös, 35(5), 647-692. https://doi.org/10.1080/08927936.2022.2042080

Taylor, A. (2016). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461. https://doi.org/10.1080/13504622.2017.1325452