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Social and Emotional Learning in Australia and the Asia-Pacific pp 313–334Cite as

Respect for Culture—Social and Emotional Learning with Aboriginal and Torres Strait Islander Youth

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Abstract

International research into the benefits of social and emotional learning (SEL) is frequently cited in support of incorporating universal approaches to SEL in schools. However, the SEL competencies widely applied have not been investigated for their cross-cultural applicability. In this chapter, we investigate the role of culture in the social and emotional well-being of Aboriginal and Torres Strait Islander students and the implications for SEL. We begin with an illustrative vignette that raises questions of culture and cultural difference and introduces a review of the policy and practice domains pertinent to our inquiry. A cultural analysis reveals the reasons why standardised approaches to SEL are inadequate for supporting social and emotional development amongst Aboriginal and Torres Strait Islander youth and their communities. Drawing on our own work in schools, we highlight the crucial role of culture and identity in mediating self-awareness and social development for Aboriginal and Torres Strait Islander youth. This is demonstrated through discussion of findings from the ‘Indigenous adaptation’ of KidsMatter and from the implementation and evaluation of the Aboriginal Girls’ Circle (AGC) initiative. An examination of the ASPIRE principles underpinning the AGC demonstrates the ways that SEL has been integrated with support for cultural identity, and the benefits of doing so. We conclude that culturally responsive SEL requires a ‘two-way’ approach negotiated with local communities on the basis of mutual learning and respect for Indigenous cultures.

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Acknowledgements

The research presented in this chapter was informed and encouraged by the valued collaboration of our colleagues. In particular, we highlight the contributions of Virginia O’Rourke and Shirley Gilbert, as well as those of Gawaian Bodkin-Andrews, Roberto Parada and Annie Daley.

Dobia’s research for the KidsMatter Indigenous Adaptation was funded by the KidsMatter partners.

Research into the Aboriginal Girls Circle was supported through a partnership grant involving Western Sydney University and NAPCAN, supported by the Origin Foundation.

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  1. Centre for Educational Research, Western Sydney University, Sydney, Australia

    Brenda Dobia & Sue Roffey

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  1. Brenda Dobia
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  2. Sue Roffey
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Correspondence to Brenda Dobia .

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  1. Melbourne Graduate School of Education, University of Melbourne, University of Melbourne, Victoria, Australia

    Erica Frydenberg

  2. University of New South Wales, School of Education, Sydney, New South Wales, Australia

    Andrew J. Martin

  3. School of Education, University of New South Wales School of Education, Sydney, Australia

    Rebecca J. Collie

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Dobia, B., Roffey, S. (2017). Respect for Culture—Social and Emotional Learning with Aboriginal and Torres Strait Islander Youth. In: Frydenberg, E., Martin, A., Collie, R. (eds) Social and Emotional Learning in Australia and the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-10-3394-0_17

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