Essay Instructions: (Undergraduate Level)
Who’s controlling our emotions: Emotional Literacy as a mechanism for social control?
Emotional Literacy: A theoretical research study
Hypotheses
The aim of this small scale theoretical research project is to investigate to what extent is the introduction of emotional literacy into the field of education a form of social control.
There are various discourses beginning to emerge in education about the importance of developing the social and emotional skills of young people. The concept of emotional literacy has been seized upon by the New Labour Government as a solution to all societies’ ills and as a mean of reducing educational failure.
Aim of this theoretical research project is to:-
Objective 1
Define emotional literacy and demonstrate how this concept and its practices have been developed and constructed as a concrete reality using discourse analysis.
Objective 2
Explore to what extent the introduction of emotional literacy in school is a form of social control
Literature review: The literature review should elaborate on the ongoing debate on emotional literacy within the field of education (pros and cons).
Methodology section
I’ve provided an outline of the methods to be used however some guidance on this section would be appreciated. Please provide a description of the procedure you will be using in the analysis of the two documents listed below. Citations in this section should be limited to data sources and references of where to find more complete descriptions of procedures and reseach methods.
Unitizing Michel Foucault's theory, on discourse as a framework for analysing two policy documents.
A) Social and Emotional Aspects of Learning for secondary schools (SEAL), The Department of Education and Skills (DfES) 2004
B) The National Healthy School Standard (NHSS): Promoting Emotional Health and Wellbeing, (2004) The Department for Education and Skills (DfES) and the Department of Health and managed by the Health Development Agency (HDA).
Use discourse analysis to demonstrate how the concept of emotional literacy has been developed and imbedded into educational documents and school. Provide an analysis of document A in order to expose the connections between emotional literacy theories and the administrative practice, in order to reveal the effects of using this form of technical language to legitimate the exercise of power.
Again, using discourse analysis, specifically Foucalult’s theory on the question of control, power, truth and knowledge. Provide an analysis of document B in order to demonstrate how the discourses on emotional literacy constructs both the pupils’ experiences in schools and their identities, as constructed subjects and objects of knowledge.
Critical Analysis section
Provide a detailed Analysis of the following documents. Social and Emotional Aspects of Learning for secondary schools (SEAL)
http://bandapilot.org.uk/secondary/resources/welcome_page/sns_ssealguidance0004307.pdf
National healthy schools standard: Promoting emotional Health and wellbeing (2004)
http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf
Reflection
• Issues to consider: what is the purpose behind the introduction of emotional literacy into the schools curriculum?
• Promoted as a solution to social and economic problems. To what extent is it to do with social control i.e. making us all good citizens?
Guidelines:
Project structure
Abstract
The abstract highlights the major points covered. The abstract concisely describes the content and scope of the research undertaken, and reviews the contents in abbreviated form. It should tell the readers what information the dissertation contains, and include the purpose, methods, and scope of the research project. The abstract should not provide results, conclusions, or recommendations and is usually between 100 -200 words.
Introduction
• Put the issue in context as concisely as possible. Answering the following question may help
• Is there a problem? Yes
• What is it? The issue of social control
• What is the hypothesis
• By what methods i.e. Thoerical reseach project
• How is the problem to be solved i.e analyse of data in the form of two documents state names
• state the dissertation objectives.
• This section is a SHORT intro for the reader to the subject, to put the issue in context.
Literature Review
The literature review should show what has been published on the topic of emotional literacy by accredited scholars and researchers. In writing the literature review the purpose is to convey to any reader what knowledge and ideas have been established on emotional literacy and what their strengths and weaknesses are. The literature review must be defined by its guiding concept i.e. main objective of reseach project. (Around 2000-2500 words)
Methodology
Please explain HOW you are going to carry out this research i.e. document analysis
Critical analysis
Analysis of two documents
The arguments that you present must be underpinned throughout by an awareness of Foucault's theory
Conclusion
The conclusion should review your finding in relationship to the orginal Hypotheses, also to identify any comparisons and contrast between the various texts that have examined, and to show that, in the process of the study, a more precise, critical understanding of the way the subject of emotional literacy has be dealt with
Referencing
Harvard
Please reference and provide page numbers for all citations
Other requirements
Minimum number of quotations: 20
Language and spelling style: British
No footnotes please
Resources: I will email you some of the following resources via a-plus. You do not have to use all the reources listed. Please contact me if you are unsure of anything.
Foucault, M. (1984). The Foucault reader (P. Rainbow, Ed.). New York:
Pantheon.
Foucault, M. (1990). The history of sexuality, Vol. 3: The care of the self.
New York: Vintage Books.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Gardner, H. Kornhaber, M. & Wake, W. (1996): Intelligence Multiple Perspectives, Harcout Brace College Publishers, New York
Goleman, D. (2006)
Mac Naghton (2005) Doing Foucault in Early Childhood Studies, New York, Routledge
Weare, K,( 2004) 'Developing the Emotionally Literate School', London: Paul Chapman Publishing, Weare, K, (2000) 'Promoting Mental, Emotional and Social Health – A Whole School Approach', London: Routledge,
Roffey, S. (2006) Circle Time for Emotional Literacy, London, Paul Chapman publishing
Ball, S. (2008) The Education Debate, Bristol, The Policy Press.
Hayes, D. (2004) Key Debates in Education, RoutledgeFalmer, London
Olssen, M. Codd, J. & O’Neill A. (2004) Education Policy Globalization Citizenship & Democracy, London, Sage Publications
Furedi, F. (2007), Hijacking Education, in: The Corruption of the Curriculum, Civitas,. http://www.spiked-online.com/index.php?/site/article/3467/
White, J. (2007), Wellbeing and Education: Issues of Culture and Authority, Journal of Philosophy of Education, Vol. 41, No 1,.
Furedi, F (2003) Making People Feel good About Themselves: British Social Policy and The Construction of the Problem of Self-esteem’, inaugural lecture, University of Kent at /Canterbury: available at:-
http://www.timesonline.co.uk/tol/news/uk/article853784.ece
Furedi, F. (1999) ‘Therapy Culture: Cultivating Vulnerability in and Uncertain Age, London and New York: Routledge.
Furedi, F (1999) ‘The Culture of Fear Taking and the Morality of Low Expectation, London, Cassell
Hayes, D. (2003) ‘New Labour New Professionalism’ in J. Satterthwaite, E Arkinson and K. Gale (eds), Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education, Sterling, VA, and Stock-on-Trent: Trentham Books, pp. 27-42
Dennis Hayes (2004) ‘The Therapeutic Turn in Education, in ‘The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer
Ecclestone, K. (2004) ‘The Rise of Low Self-esteem and the Lowering of Educational Expectations, in Hayes, D. (2004) ‘The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer.
Ecclestone, K. (2004) ‘Learning or Therapy? The Demoralisation of Education’ British Journal of Educational Studies 29 (2):
Pupavac, V (2001) ‘Therapeutic Governance: Pyscho-social Intervention and Trauma Risk, Management’, Disaster 25 (4): 352-72)
Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41(4), 247-255.
Waterhouse, L. (2006). Multiple intelligences, the Mozart Effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.
Mayer, J.D., Salovey, P., & Caruso, D. (2000). Competing models of emotional intelligence. In Robert J. Sternberg (Ed.), Handbook of intelligence (2nd ed.). Cambridge, U.K.: Cambridge University Press.
Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.) Emotional Development and Emotional Intelligence. New York: Basic Books.
Mayer, J. D. & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied & Preventive Psychology, 4, 197-208.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Goleman, D. (2005) Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York
Goleman, D. (1998). Working with emotional intelligence. New York:
Bantam Books.
Adi Y, Killoran A, Janmohamed K et al. (2007) Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education. Report 1: universal approaches (non-violence related outcomes). London: National Institute for Health and Clinical Excellence.
Allan, Julie (1996) 'Foucault and Special Educational Needs: a
'box of tools' for analysing children's experiences of mainstreaming', Disability & Society, 11:2, 219 — 234
Ball, S. (2008) The Education Debate, Bristol, The Policy Press.
DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning [SEAL]. Department for Education and Skills. Reference Number: DfES/0110/2005.
Qualter, P. Gardner, K.(2007) University of Central Lancashire,
UK and Whiteley, E. Edge Hill University, UK, Journal Pastoral Care pp14-20
National Institute for health and clinical Excellence, (2008)
www.nice.org.uk
Research/Journal
Locke: (2005) Why Emotional Intelligence is an Invalid Concept, (Journal of Organizational Behaviour 26, 425-431
Humphrey: Emotional Education and Education: a critical review, Education Psychology (2007) 27, 2, 235-254
Delewicz & Malcolm: Can Emotional Intelligence be developed? (2004) International Journal of Human Resource Management, 15, 1, 95-111
Developing the School Emotional Environment for Learning Survey (SEELS) 2003
Kelly: Applying emotional Intelligence: (2004) Educational Psychology 20, 3, 221-240
Bennetts: Traditional Mentor Relationships, intimacy and emotional intelligence: (2002) International Journal of Qualitative Studies in Education, 15, 2, 155-170
Coppock: It’s Good to Talk! A Multidimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools, (2007) Children & Society 21, pp. 405–419
Qualter & Gardner, (2007) Emotional Intelligence: Review of Research and Educational Implications, University of Central Lancashire,
Hargreaves, A. (1998a). The emotional practice of teaching, Teaching and
Teacher Education, 14, 835-854.
Hargreaves, A. (1998b). The emotional politics of teaching and teacher development: with implications for educational leadership, International Journal of Leadership in Education, 1, 315-336.
Zeidner, M., & Matthews, G., & Roberts, R. D. (2001). Slow down, you move too fast: Emotional intelligence remains an ’elusive’ intelligence. Emotions, 1, 265–275
Policy/Doc
Education Act 2004: http://www.legislation.act.gov.au/a/2004-17/current/pdf/2004-17.pdf
Every Child Matters: www.dfes.gov.uk/everchildmatters
Youth Matters: http://www.dfes.gov.uk/publications/youth/docs/youthmatters.pdf
Every Child Matters: Supporting the new agenda for children’s’ services and schools: www.standards.dfes.gov.uk/learningmentors
The Role of Learning Mentors: http://www.standards.dfes.gov.uk/learningmentors/
Supporting Choice: http://www.cegnet.co.uk/content/default.asp?PageId=2346
The Social and Emotional Aspect of learning (2005) http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/
http://www.bandapilot.org.uk/
http://www.dfes.gov.uk/ibis/department_policy/seal01.cfm
Excellence in cities: http://www.standards.dfes.gov.uk/sie/eic/
Victoria Climbié: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf
Victoria Climbie Inqury: http://image.guardian.co.uk/sys-files/Society/documents/2003/01/28/climbiereport.pdf
Documents and useful web sites
The National College for School Leadership: More than a feeling: Developing the emotionally literate secondary school, (2006) http://www.ncsl.org.uk/media/440/03/more-than-a-feeling-summary.pdf
Literature Review: The Emotional Harm and Well-being of Children: http://www.nch.org.uk/uploads/documents/Emotional_harm_lit_review2.pdf
Literacy Trust: What is Emotional Literacy http://www.literacytrust.org.uk/Pubs/gerry.html
The Department for children Schools and families http://www.standards.dfes.gov.uk/
Promoting Emotional Health and Wellbeing (useful web address at the back of this publication) http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf
Antidote Campaign for Emotional Literacy: www.antidote.org.uk
The national Emotional Literacy interest Group: www.nelig.com
Learning mentors and informal education: http://www.infed.org/learningmentors/lrn-ment.htm
City Challenge: http://www.dfes.gov.uk/citychallenge/
Education and learning: http://www.direct.gov.uk
A Curriculum Framework for Social Inclusion
http://www.gettingconnected.org.uk/
