Pedagogies of Well‐Being: Disciplinary and Moral Concerns

ABSTRACT Worldwide, emphasis on student well‐being and interventions like social emotional learning has necessitated investigations around its pedagogies. Taking the example of Happiness Class in India, I show that pedagogies of well‐being in this context are deeply intertwined with disciplinary and moral concerns. In conversation with Foucauldian and Herbartian notions of discipline, I highlight some of the dangers of SEL interventions and argue that a Foucauldian critique is necessary but not sufficient for educational settings.