The “Problem Tree” of SEL: A Sociopolitical Literature Review

ABSTRACT

Amidst intersecting sociopolitical conversations around social and emotional learning (SEL), it is crucial to foster a sense of self-reflexive awareness and discursive engagement among pre-service and in-service teachers. In what I describe as a sociopolitical literature review (i.e., addressing empirical literature and public dialogue), I consider SEL through the pedagogical metaphor of a “problem tree.” I contextualize SEL not only through its manifestations (“leaves”) but also its cultural and historical underpinnings (“roots”). I end with a call for discourse communities as a collaborative form of professional development that can help teachers grapple with complexities surrounding SEL and social justice.

Disclosure statement

No potential conflict of interest was reported by the author(s).