¶ … CONTROLLING OUR EMOTIONS?
EMOTIONAL LITERACY:
MECHANISM FOR SOCIAL CONTROL?
At the core of becoming an activist educator
Is identifying the regimes of truth that govern us the ideas that govern how we think, act and feel as educators because it is within regimes of truth that inequity is produced and reproduced. (MacNaughton 2005, 20)
Disorder, addictions, vulnerability and dysfunction...."
Disorder, addictions, vulnerability and dysfunction...." These terns, according to Nolan (1998; Furedi 2003; cited by Ecclestone N.d., 135), denote a therapeutic ethos prevalent in American culture that some consider to be seeping into British media, popular culture and politics. Currently, in England, "Personalised learning," according to Ecclestone (2005, 456), includes an increasing number of initiatives, which constitute a powerful discourse to respond to varied, frequently contradictory public, political and professional concerns relating to a person's emotional needs. Her article debates critical policy research and evaluates the subtle ways policy initiatives strive to develop "emotional well-being and encourage emotional engagement with public services resonate with images of the 'diminished self' emerging in broader cultural discourses." An expansive therapeutic ethos blurring differences between welfare and education, is also taking hold in Britain, Ecclestone (N.d., 135) points out. This process constitutes part of the problem, known as social control, that this researcher addresses in this study. In subtle ways, it includes "the language, codes and symbols of therapy change our idea of what it means to be human." Nolan, cited by Ecclestone (N.d, 135) contends that Rogerian self notions, usually positive, optimistic with a natural disposition to learn, improve and grow, currently too often give way to a less positive, dysfunctional perception of self and accepting weakness caused by "being only human."
Discourses systematise and frame how an individual thinks, feels, understands, and practices in particular areas of their lives, Foucault (1972; cited by MacNaughton, 2005, 20) purports. "A discourse of the child systematises and frames how early childhood educators think, feel, understand and practise being, for instance, an early childhood educator in an early childhood programme" (MacNaughton, 2005, 20). Those who follow Foucault, MacNaughton (2005, 20) argues, cannot strip politics from truth, as truth itself is a political fiction. A contrary contention, however, noted in this study's introductory quote challenges educators to identify "the regimes of truth that govern us...."
As it also attempts to identify a number of "regimes of truth that govern us..." (MacNaughton, 2005, p 20), this small-scale theoretical research project purports to investigate and aims to determine to what extent the introduction of emotional literacy into the field of education constitutes a form of social control. During the process, this theoretical research also examine a number of components constituting and contributing to concepts relating to emotional literacy.
Hypothesis When the New Labour Government seizes the concept of emotional literacy as a solution to a majority of societies' ills and as a means to reduce educational failure, then various discourses emerge in education, stressing the importance of developing the social and emotional skills of young people.
Objective 1 Using discourse analysis, define emotional literacy and demonstrate how this concept and its practices have been developed and constructed as a concrete reality.
Objective 2 Explore the extent the introduction of emotional literacy in school constitutes a form of social control. As it presents a myriad of published information on the topic of emotional literacy by accredited scholars and researchers, the next section of this study, the literature review, notes the pros and cons of the New Labour Government attempting to utilize emotional literacy to solve societal ills and reduce educational failure. The literature review also proposes to convey a relevant sampling of knowledge and ideas previously established on emotional literacy, as well as, accompanying strengths and weaknesses, as it addresses the contention that emotional literacy constitutes a mechanism for social control.
CHAPTER II: LITERATURE REVIEW
Most frighteningly, in distilling this complex entity (emotional intelligence) into a single quality, might we not some day soon be reading a book touting the advantages of an emotional elite and the deterioration brought to our society by the emotional underclass (Matthews et al., 2002, quoted by Stobart; cited by Ecclestone 2005, 467).
Considering Emotional Intelligence
Emotional aspects of learning and experience and taking account of students' needs are important, Ecclestone (2005, 467) contends. Her article does not suggest "psychological insights into the relationship between self-concept, motivation and achievement are not significant. Nor does it reject a need to address the emotional problems of a minority of students or dismiss the usefulness of therapeutic interventions in certain contexts (Ibid)." Ecclestone (2005, 467), albeit argues that her stance calls for...
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now