Abstract: The central aim of this study was to investigate how different countries practice social and emotional education (SEE) using a comparative research design to create a cross-cultural conceptual framework. The study used a sequential quantitative-qualitative analysis with a comparative design that included 750 teachers. Cross-cultural differences were found in the research sample regarding teachers’ self-perceived role in socialising emotion: specifically, the teachers’ openness to emotional expression in the classroom, and what social and emotional aptitudes were more likely to be included as part of SEE provision. More variation was found in these variables internationally compared to intranationally. A conceptual framework using two dimensions was created in order to aid future cross-cultural research regarding SEE provision and the study of emotional rules in the teaching profession: the Ideal Affect (likelihood of suppressing rather than expressing emotion) and the Ideal Self (likelihood of developing skills for independence versus interdependence).
Tear gas rounds are being fired one after another by cops who treat fellow humans like cockroaches. The gas will creep into the bedrooms of young and old tonight. Tear gas gets up in every hole on your face and in a matter of seconds you're just snot, spit and tears.
To quote my new love De Cleyre, "Subvert the social and civil order ... Aye, I would destroy, to the last vestige, this mockery of order, this travesty upon justice."
"It is not violence the ruling classes object to; for they themselves rule by violence, and take with the strong hand at every door. It is the social change they fear, the equalization of men ... What! These creatures who drill men in the science of killing, who put guns and clubs in hands they train to shoot and strike, who hail with delight the latest inventions in explosives, who exult in the machine that can kill the most with the least expenditure of energy, who declare a war of extermination upon people who do not want their civilization, who ravish, and burn, and garrote and guillotine, and hang, and electrocute, they have the impertinence to talk about the unrighteousness of force!"
- We need location-independent learning and accreditation - We need to support lifelong learning - We need to support self-taught learning - We need to recognise learning without high-stakes examinations