What kind of affective citizen? An analysis of state social emotional learning standards

References

• Abu-Lughod, L., & Lutz, C. A. (2009). Emotion, discourse, and the politics of everyday life. In J. Harding & E. D. Pribram (Eds.), Emotions: A cultural studies reader (pp. 100–112). Routledge.
   Google Scholar
• Ahmed, S. (2004). The cultural politics of emotion. Routledge. https://doi.org/10.4324/9780203700372
   Google Scholar
• Allen, D. (2004). Talking to strangers: Anxieties of citizenship since Brown v. Board of education. University of Chicago Press.
   Google Scholar
• Anderson, M. (2022, September 26). How social-emotional learning became a frontline in the battle against CRT. National Public Radio. https://www.npr.org/2022/09/26/1124082878/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt
   Google Scholar
• Andolina, M. W., & Conklin, H. G. (2020). Fostering democratic and social-emotional learning in action civics programming: Factors that shape students’ learning from Project Soapbox. American Educational Research Journal, 57(3), 1203–1240. https://doi.org/10.3102/0002831219869599
   Web of Science ®Google Scholar
• Andolina, M. W., & Conklin, H. G. (2021). Cultivating empathic listening in democratic education. Theory & Research in Social Education, 49(3), 390–417. https://doi.org/10.1080/00933104.2021.1893240
   Web of Science ®Google Scholar
• Assessment Work Group. (2019, October). Student social and emotional competence assessment: The current state of the field and a vision for its future. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/casel-gateway-student-sel-competence-assessment/?download=true
   Google Scholar
• Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129–139. https://doi.org/10.3102/0013189X08317501
   Web of Science ®Google Scholar
• Barber, C., Clark, C. H., & Torney-Purta, J. (2021). Learning environments and school/classroom climate as supports for civic reasoning, discourse, and engagement. In C. Lee, G. White, & D. Dong (Eds.), Educating for civic reasoning and discourse (pp. 273–318). National Academy of Education.
   Google Scholar
• Barton, K., & Ho, L.-C. (2023). Collaborative discussion in the classroom. Phi Delta Kappan, 104(5), 44–49. https://doi.org/10.1177/00317217231156229
   Web of Science ®Google Scholar
• Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. American Institutes for Research.
   Google Scholar
• Berlant, L. (1997). The queen of America goes to Washington city. Duke University Press.
   Google Scholar
• Boler, M. (1999). Feeling power: Emotions and education. Routledge.
   Google Scholar
• Busey, C. L., & Walker, I. (2017). A dream and a bus: Black critical patriotism in elementary social studies standards. Theory & Research in Social Education, 45(4), 456–488. https://doi.org/10.1080/00933104.2017.1320251
   Web of Science ®Google Scholar
• Camangian, P., & Cariaga, S. (2021). Social and emotional learning is hegemonic miseducation: Students deserve humanization instead. Race Ethnicity and Education, 25(7), 901–921. https://doi.org/10.1080/13613324.2020.1798374
   Web of Science ®Google Scholar
• Clark, C. T., Chrisman, A., & Lewis, S. G. (2022). (Un)standardizing emotions: An ethical critique of social and emotional learning standards. Teachers College Record, 124(7), 1–19. https://doi.org/10.1177/01614681221111432
   Web of Science ®Google Scholar
• Collaborative for Academic, Social and Emotional Learning. (2022a). A toolkit for parent champions. Author. https://leadingwithsel.org
   Google Scholar
• Collaborative for Academic, Social and Emotional Learning. (2022b). What is the CASEL framework? Author. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
   Google Scholar
• Collaborative for Academic, Social and Emotional Learning. (2023). Collaborating states initiative. Author. https://casel.org/about-us/our-mission-work/collaborating-states-initiative/
   Google Scholar
• Dermody, C., & Dusenbury, L. (2022). 2022 Social and emotional learning state scorecard scan. Collaborative for Academic, Social and Emotional Learning. https://casel.org/2022-state-scan/
   Google Scholar
• Duncan-Andrade, J. M. R. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194. https://doi.org/10.17763/haer.79.2.nu3436017730384w
   Web of Science ®Google Scholar
• Dusenbury, L., Yoder, N., Dermody, C., & Weissberg, R. (2020). An examination of K-12 SEL learning competencies/standards in 18 states. CASEL Collaborating States Initiative. https://casel.org/casel-gateway-examining-kthru12-learning-competencies/?view=true
   Google Scholar
• Eden, M. (2022, April 6). The trouble with social emotional learning. Statement before the house committee on appropriations subcommittee on labor, health and human services, education, and related agencies on social and emotional learning and whole child approaches in K-12 education. American Enterprise Institute. https://docs.house.gov/meetings/AP/AP07/20220406/114597/HHRG-117-AP07-Wstate-EdenM-20220406.pdf
   Google Scholar
• Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social-emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316–326. https://doi.org/10.17105/SPR-2017.0116.V47-3
   Web of Science ®Google Scholar
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., & Greenberg, M. T. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
   Google Scholar
• El Mallah, S. (2022). Toward equity-oriented assessment of social and emotional learning: Examining equivalence of concepts and measures. Urban Education, 57(2), 289–317. https://doi.org/10.1177/0042085920933335
   Web of Science ®Google Scholar
• Flanagan, C. A. (2013). Teenage citizens: The political theories of the young. Harvard University Press.
   Google Scholar
• Flanagan, C. A., Cumsille, P., Gill, S., & Gallay, L. S. (2007). School and community climates and civic commitments: Patterns for ethnic minority and majority students. Journal of Educational Psychology, 99(2), 421–431. https://doi.org/10.1037/0022-0663.99.2.421
   Web of Science ®Google Scholar
• Florida Department of Education. (2022). Specifications for the 2022–2023 Florida instructional materials adoption: K-12 social studies. Author. https://www.fldoe.org/core/fileparse.php/5574/urlt/SocialStudies-IM-Spec.pdf
   Google Scholar
• Fortier, A.-M. (2010). Proximity by design? Affective citizenship and the management of unease. Citizenship Studies, 14(1), 17–30. https://doi.org/10.1080/13621020903466258
   Web of Science ®Google Scholar
• Garrett, H. J., & Alvey, E. (2021). Exploring the emotional dynamics of a political discussion. Theory & Research in Social Education, 49(1), 1–26. https://doi.org/10.1080/00933104.2020.1808550
   Web of Science ®Google Scholar
• Garrett, H. J., Segall, A., & Crocco, M. S. (2020). Accommodating emotion and affect in political discussions in classrooms. The Social Studies, 111(6), 312–323. https://doi.org/10.1080/00377996.2020.1758015
   Google Scholar
• Ghaffar-Kucher, A., Abu El-Haj, T., Ali, A., Fine, M., & Shirazi, R. (2021). Muslims are finally waking up”: Post-9/11 American immigrant youth challenge conditional citizenship. Ethnic and Racial Studies, 45(6), 1054–1074. https://doi.org/10.1080/01419870.2021.1957491
   Web of Science ®Google Scholar
• Gibson, M. (2020). From deliberation to counter-narration: Toward a critical pedagogy for democratic citizenship. Theory & Research in Social Education, 48(3), 431–454. https://doi.org/10.1080/00933104.2020.1747034
   Web of Science ®Google Scholar
• Goldstein, D., & Saul, S. (2023, June 22). A look inside the textbooks that Florida rejected. The New York Times. https://www.nytimes.com/2022/04/22/us/florida-rejected-textbooks.html
   Google Scholar
• Grant, S. G. (2001). An uncertain lever: Exploring the influence of state-level testing in New York State on teaching social studies. Teachers College Record, 103(3), 398–426. https://doi.org/10.1177/016146810110300305
   Web of Science ®Google Scholar
• Harding, J., & Pribram, E. D. (2009). Emotions: A cultural studies reader. Routledge.
   Google Scholar
• Hilburn, J., Journell, W., & Buchanan, L. B. (2016). A content analysis of immigration in traditional, new, and non-gateway state standards for U.S. history and civics. The High School Journal, 99(3), 234–251. https://doi.org/10.1353/hsj.2016.0008
   Google Scholar
• Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.
   Google Scholar
• Hochschild, A. R. (2016). Strangers in their own land: Anger and mourning on the American right. The New Press.
   Google Scholar
• Hoffman, D. M. (2009). Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of Research in Education, 70(2), 533–556. https://doi.org/10.3102/0034654308325184
   Google Scholar
• Holbein, J. B. (2017). Childhood skill development and adult political participation. American Political Science Review, 111(3), 572–583. https://doi.org/10.1017/S0003055417000119
   Web of Science ®Google Scholar
• Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity & social-emotional learning: A cultural analysis. CASEL Assessment Work Group Brief Series. https://measuringsel.casel.org/wpcontent/uploads/2018/11/Frameworks-Equity.pdf
   Google Scholar
• Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
   Web of Science ®Google Scholar
• Johnson, C. (2010). The politics of affective citizenship: From Blair to Obama. Citizenship Studies, 14(5), 495–509.
   Web of Science ®Google Scholar
• Jones, B. L. (2022). Feeling fear as power and oppression: An examination of black and white fear in Virginia’s U.S. history standards and curriculum framework. Theory & Research in Social Education, 50(3), 431–463. https://doi.org/10.1080/00933104.2022.2069529
   Web of Science ®Google Scholar
• Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3–11. https://doi.org/10.1353/foc.2017.0000
   Web of Science ®Google Scholar
• Journell, W. (2009). Setting out the (un)welcome mat: A portrayal of immigration in American history standards. The Social Studies, 100(4), 160–168. https://doi.org/10.3200/TSSS.100.4.160-168
   Google Scholar
• Journell, W. (2010). Standardizing citizenship: The potential influence of state curriculum standards on the civic development of adolescents. PS: Political Science & Politics, 43(2), 351–158. https://doi.org/10.1017/S1049096510000272
   Web of Science ®Google Scholar
• Kahne, J., & Bower, B. (2017). Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal, 54(1), 3–34. https://doi.org/10.3102/0002831216679817
   Web of Science ®Google Scholar
• Keefer, N., & Flint, T. (2022). Mindful social studies: Cultivating social and emotional development for 21^st century citizenship. Lexington Books.
   Google Scholar
• King, L. J., & Woodson, A. N. (2017). Baskets of cotton and birthday cakes: Teaching slavery in social studies classrooms. Social Studies Education Review, 6(1), 1–18.
   Google Scholar
• Knight Abowitz, K., & Harnish, J. (2006). Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653–690. https://doi.org/10.3102/00346543076004653
   Web of Science ®Google Scholar
• Knight Abowitz, K., & Mamlok, D. (2019). The case of #NeverAgainMSD: When proceduralist civics becomes public work by way of political emotion. Theory & Research in Social Education, 47(2), 155–175. https://doi.org/10.1080/00933104.2019.1586611
   Web of Science ®Google Scholar
• Krutka, D. G., Metzger, S. A., & Seitz, R. Z. (2022). “Technology inevitably involves trade-offs”: The framing of technology in social studies standards. Theory & Research in Social Education, 50(2), 226–254. https://doi.org/10.1080/00933104.2022.2042444
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard reset: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883
   Web of Science ®Google Scholar
• Lee, E. (2019). America for Americans: A history of xenophobia in the United States. Basic Books.
   Google Scholar
• Levine, P., & Kawashima-Ginsberg, K. (2017, September 21). The republic is (still) at risk-and civics is part of the solution. CivXNow. https://www.civxnow.org/static/media/SummitWhitePaper.fc2a3bb5.pdf
   Google Scholar
• Levy, B. L. M., Busey, C. L., Cuenca, A., Evans, R. W., Halvorsen, A.-L., Ho, L.-C., Kahne, J., Kissling, M. T., Lo, J., McAvoy, P., & McGrew, S. (2023). Social studies education research for sustainable democratic societies: Addressing persistent civic challenges. Theory & Research in Social Education, 51(1), 1–46. https://doi.org/10.1080/00933104.2022.2158149
   Web of Science ®Google Scholar
• Lo, J. (2017). Empowering young people through conflict and conciliation: Attending to the political and agonism in democratic education. Democracy & Education, 25(2), 1–9.
   Google Scholar
• Mayo, C. (2001). Civility and its discontents: Sexuality, race, and the lure of beautiful manners. Philosophy of Education Archive, 2001, 78–87. https://doi.org/10.47925/2001.078
   Google Scholar
• McMain, E. (2023). Getting good at bad emotion: Teachers resist and reproduce hegemonic positivity in a discourse community. Critical Studies in Education. Advance online publication. https://doi.org/10.1080/17508487.2023.2217867
   Web of Science ®Google Scholar
• Mirra, N. (2018). Educating for empathy: Literacy learning and civic engagement. Teachers College Press.
   Google Scholar
• National Association of State Boards of Education. (2023). Social-emotional learning or character development. State Policy Database. https://statepolicies.nasbe.org/health/categories/social-emotional-climate/social-emotional-learning-or-character-development
   Google Scholar
• Osher, D., Yael, K., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644–681. https://doi.org/10.3102/0091732X16673595
   Web of Science ®Google Scholar
• Phoenix, D. (2019). The anger gap: How race shapes emotion in politics. Cambridge University Press.
   Google Scholar
• Pollock, M., Rogers, J., Kwako, A., Matschiner, A., Kendall, R., Bingener, C., Reece, E., Kennedy, B., & Howard, J. (2022). The conflict campaign: Exploring local experiences of the campaign to ban “critical race Theory” in public K–12 education in the U.S., 2020–2021. University of California, Los Angeles Institute for Democracy, Education, and Access. https://idea.gseis.ucla.edu/publications/the-conflict-campaign/
   Google Scholar
• Reidel, M., & Salinas, C. (2022). Feeling race in the social studies classroom: A self-study. Social Studies Research & Practice, 17(3), 237–250. https://doi.org/10.1108/SSRP-06-2022-0017
   Google Scholar
• Rogers, J., & Kahne, J. (2022). Educating for a diverse democracy: The chilling role of political conflict in blue, purple, and red communities. University of California, Los Angeles Institute for Democracy, Education.
   Google Scholar
• Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials (3rd ed.). Sage.
   Google Scholar
• Rubin, B. C., Abu El-Haj, T. R., & Bellino, M. J. (2021). Civic Reasoning and Discourse Amid Structural Inequality, Migration, and Conflict. In C. Lee, G. White, & D. Dong (Eds.), Educating for civic reasoning and discourse (pp. 245–272). National Academy of Education.
   Google Scholar
• Ruitenberg, C. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269–281. https://doi.org/10.1007/s11217-008-9122-2
   Web of Science ®Google Scholar
• Sabzalian, L., Shear, S. B., & Snyder, J. (2021). Standardizing indigenous erasure: A TribalCrit and QuantCrit analysis of K-12 U.S. civics and government standards. Theory & Research in Social Education, 49(3), 321–359. https://doi.org/10.1080/00933104.2021.1922322
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (2nd ed.). Sage.
   Google Scholar
• Schwartz, S. (2023, June 11). Map: Where critical race theory is under attack. Education Week. https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06
   Google Scholar
• Shear, S. B., Knowles, R. T., Soden, G. J., & Castro, A. J. (2015). Manifesting destiny: Re/presentations of indigenous peoples in K-12 U.S. history standards. Theory & Research in Social Education, 43(1), 68–101. https://doi.org/10.1080/00933104.2014.999849
   Web of Science ®Google Scholar
• Sheppard, M. (2023). Legislating whiteness: An emotion discourse analysis of divisive concepts legislation. Pedagogy Culture & Society. Advance online publication. https://doi.org/10.1080/14681366.2023.2242351
   PubMed Web of Science ®Google Scholar
• Simmons, D. (2021, March 1). Why SEL alone isn’t enough. Educational Leadership, 78(6), 30–34.
   Web of Science ®Google Scholar
• Sleeter, C., & Stillman, J. (2005). Standardizing knowledge in a multicultural society. Curriculum Inquiry, 35(1), 27–46. https://doi.org/10.1111/j.1467-873X.2005.00314.x
   Web of Science ®Google Scholar
• Sondel, B., Baggett, H. C., & Dunn, A. H. (2018). “For millions of people, this is real trauma” a pedagogy of political trauma in the wake of the 2016 U.S. Presidential election. Teaching and Teacher Education, 70, 175–185. https://doi.org/10.1016/j.tate.2017.11.017
   Web of Science ®Google Scholar
• Stitzlein, S. M. (2021). Defining and implementing civic reasoning and discourse: Philosophical and moral foundations for research and practice. In C. Lee, G. White, & D. Dong (Eds.), Educating for civic reasoning and discourse (pp. 23–52). National Academy of Education.
   Google Scholar
• Stitzlein, S. M. (2022). Political dissent and citizenship education during times of populism and youth activism. Theory & Research in Education, 20(3), 1–20. https://doi.org/10.1177/14778785221134235
   Web of Science ®Google Scholar
• U.S. Department of Education. (2018). Final report of the federal commission on school safety. Author. https://www2.ed.gov/documents/school-safety/school-safety-report.pdf
   Google Scholar
• van Kessel, C., den Heyer, K., & Schimel, J. (2020). Terror management theory and the educational situation. Journal of Curriculum Studies, 52(3), 428–442. https://doi.org/10.1080/00220272.2019.1659416
   Web of Science ®Google Scholar
• Webster, S. W. (2020). American rage: How anger shapes our politics. Cambridge University Press.
   Google Scholar
• Webster, S. W., & Albertson, B. (2022). Emotion and politics: Noncognitive psychological biases in public opinion. Annual Review of Political Science, 25(1), 401–418. https://doi.org/10.1146/annurev-polisci-051120-105353
   Google Scholar
• Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. https://doi.org/10.3102/00028312041002237
   Web of Science ®Google Scholar
• Williams, B. V., & Jagers, R. J. (2022). Transformative social and emotional learning: Work notes on an action research agenda. Urban Education, 57(2), 191–197. https://doi.org/10.1177/0042085920933340
   Web of Science ®Google Scholar
• Yoder, N., Martinez-Black, T., Dermody, C., Godek, D., & Dusenbury, L. (2021). Theory of action: Systemic social and emotional learning for states. CASEL’s Collaborating State Initiative. https://casel.org/systemic-social-and-emotional-learning-for-states/
   Google Scholar
• Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research & Method in Education, 30(1), 57–72. https://doi.org/10.1080/17437270701207785
   Google Scholar
• Zembylas, M. (2014). Affective citizenship in multicultural societies: Implications for critical citizenship education. Citizenship Teaching and Learning, 9(1), 5–18. https://doi.org/10.1386/ctl.9.1.5_1
   Google Scholar
• Zembylas, M. (2023). Democratic education in the post-democratic turn: Disenchantment with democracy and the pedagogical potential of ugly and negative feelings. Education, Citizenship and Social Justice, 18(2), 147–160. https://doi.org/10.1177/17461979211061806
   Web of Science ®Google Scholar