Pub Date : 2022-02-09DOI: 10.1080/00405841.2022.2036059
J. Foster, Lawrence Louis, Elizabeth Winston
ABSTRACT This article examines the ways in which racist structures negatively affect students’ social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level structures influence students’ social and emotional development. Our framework is anchored on the juxtaposition of learning versus schooling. We examine what it means to practice SEL versus social-emotional schooling (SES). We argue learning is a holistic process contingent upon centering identity and community. Conversely, schooling is a process that seeks to conform students to ways of understanding that reify the status quo and hinder critical thinking. We identify the practices of SEL and SES by analyzing them at the classroom (micro), school building (meso), and school district level (macro). We argue all 3 levels must be leveraged to create the conditions conducive for SEL to permeate the school and disrupt racism in schools.
{"title":"Creating conditions for social-emotional learning: An ecological framework","authors":"J. Foster, Lawrence Louis, Elizabeth Winston","doi":"10.1080/00405841.2022.2036059","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036059","url":null,"abstract":"ABSTRACT This article examines the ways in which racist structures negatively affect students’ social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level structures influence students’ social and emotional development. Our framework is anchored on the juxtaposition of learning versus schooling. We examine what it means to practice SEL versus social-emotional schooling (SES). We argue learning is a holistic process contingent upon centering identity and community. Conversely, schooling is a process that seeks to conform students to ways of understanding that reify the status quo and hinder critical thinking. We identify the practices of SEL and SES by analyzing them at the classroom (micro), school building (meso), and school district level (macro). We argue all 3 levels must be leveraged to create the conditions conducive for SEL to permeate the school and disrupt racism in schools.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"2 1","pages":"224 - 235"},"PeriodicalIF":3.2,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75567857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1080/00405841.2022.2036063
Renae D. Mayes, Rebecca Pianta, A. Oglesby, Brett Zyromski
ABSTRACT COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the authors offer an Antiracist Social Emotional Justice Learning (ASEJL) approach for educators to apply to promote freedom and justice for students through empowerment, hope, and joy. The AEJL approach emphasizes applying Critical Theoretical Frameworks, Anti-Bias Building Blocks, Student and Family Voice, Strengths Based Empowerment, and Homeplace to combat the current colorblind approach to SEL while cultivating the interests and talents of students and families from diverse backgrounds.
{"title":"Principles of antiracist social emotional justice learning","authors":"Renae D. Mayes, Rebecca Pianta, A. Oglesby, Brett Zyromski","doi":"10.1080/00405841.2022.2036063","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036063","url":null,"abstract":"ABSTRACT COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the authors offer an Antiracist Social Emotional Justice Learning (ASEJL) approach for educators to apply to promote freedom and justice for students through empowerment, hope, and joy. The AEJL approach emphasizes applying Critical Theoretical Frameworks, Anti-Bias Building Blocks, Student and Family Voice, Strengths Based Empowerment, and Homeplace to combat the current colorblind approach to SEL while cultivating the interests and talents of students and families from diverse backgrounds.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"113 1","pages":"178 - 187"},"PeriodicalIF":3.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84487693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036064
B. Kearl
ABSTRACT This article disentangles social and emotional learning (SEL) into its 2 constitutive parts—sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer’s school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP also challenges how teacher preparation programs perpetuates harm to students of color by codifying white emotionality. This harm suggests a need to reimagine teacher preparation. This article thus concludes by recommending that teacher preparation programs should study more models and processes like the SDP and confront color-evasiveness.
{"title":"Disentangling SEL: Advocating for Black sociality, questioning white teachers’ emotionality","authors":"B. Kearl","doi":"10.1080/00405841.2022.2036064","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036064","url":null,"abstract":"ABSTRACT This article disentangles social and emotional learning (SEL) into its 2 constitutive parts—sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer’s school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP also challenges how teacher preparation programs perpetuates harm to students of color by codifying white emotionality. This harm suggests a need to reimagine teacher preparation. This article thus concludes by recommending that teacher preparation programs should study more models and processes like the SDP and confront color-evasiveness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"23 1","pages":"188 - 198"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87883496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036060
Natalie A. Edirmanasinghe, I. Levy, Kara P. Ieva, Shuntay Tarver
ABSTRACT As youth in the United States continue to become diverse, it is important for the practices educators adopt to be inclusive and antiracist. Youth Participatory Action Research (YPAR) is a pedagogy that aligns with the social emotional learning competencies and the tenets of antiracist education. We propose that school counselors are best positioned to support efforts to implement YPAR in schools. The following article provides 2 case examples of the use of YPAR: one in a school counseling small group and the other in a classroom co-facilitated with a teacher.
{"title":"Youth-led participatory action research in school counseling as a vehicle for antiracist SEL","authors":"Natalie A. Edirmanasinghe, I. Levy, Kara P. Ieva, Shuntay Tarver","doi":"10.1080/00405841.2022.2036060","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036060","url":null,"abstract":"ABSTRACT As youth in the United States continue to become diverse, it is important for the practices educators adopt to be inclusive and antiracist. Youth Participatory Action Research (YPAR) is a pedagogy that aligns with the social emotional learning competencies and the tenets of antiracist education. We propose that school counselors are best positioned to support efforts to implement YPAR in schools. The following article provides 2 case examples of the use of YPAR: one in a school counseling small group and the other in a classroom co-facilitated with a teacher.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"13 1","pages":"199 - 211"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75088694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036062
Linsay DeMartino, Lisa J. Fetman, Deanne J. Tucker-White, A. Brown
ABSTRACT Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are heavily adopted, this paper addresses the inequities present within them. That is, traditional and transformative SEL fail BIPOC: Traditional SEL perpetuates the status quo by further marginalizing BIPOC and transformative SEL is too conceptual for successful adoption in PreK-12 schools. This article provides a brief discussion of traditional SEL, transformative SEL, and abolitionist teaching frameworks, then highlights educational practitioner narratives that discuss SEL adoptions that have proven harmful. We assert that we must (re)imagine and formulate a transformative SEL based on abolitionist teaching structures, which requires fully engaging the voices of our educators by presenting Transformative Abolitionist Social Emotional Learning (TASEL) framework, a practitioner-friendly SEL alternative framed by the tenets of equity and justice.
{"title":"From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools","authors":"Linsay DeMartino, Lisa J. Fetman, Deanne J. Tucker-White, A. Brown","doi":"10.1080/00405841.2022.2036062","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036062","url":null,"abstract":"ABSTRACT Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are heavily adopted, this paper addresses the inequities present within them. That is, traditional and transformative SEL fail BIPOC: Traditional SEL perpetuates the status quo by further marginalizing BIPOC and transformative SEL is too conceptual for successful adoption in PreK-12 schools. This article provides a brief discussion of traditional SEL, transformative SEL, and abolitionist teaching frameworks, then highlights educational practitioner narratives that discuss SEL adoptions that have proven harmful. We assert that we must (re)imagine and formulate a transformative SEL based on abolitionist teaching structures, which requires fully engaging the voices of our educators by presenting Transformative Abolitionist Social Emotional Learning (TASEL) framework, a practitioner-friendly SEL alternative framed by the tenets of equity and justice.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"38 1","pages":"156 - 167"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85384645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036061
Susan J. Davis, M. Lettis, Julia Mahfouz, Margaret Vaughn
ABSTRACT When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning with a focus on deconstructing racist structures in K-12 education. Using SEL competencies as the guide with race at the forefront, this article explores these dimensions while offering practical strategies to implement in schools.
{"title":"Deconstructing racist structures in K-12 education through SEL starts with the principal","authors":"Susan J. Davis, M. Lettis, Julia Mahfouz, Margaret Vaughn","doi":"10.1080/00405841.2022.2036061","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036061","url":null,"abstract":"ABSTRACT When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning with a focus on deconstructing racist structures in K-12 education. Using SEL competencies as the guide with race at the forefront, this article explores these dimensions while offering practical strategies to implement in schools.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"97 1","pages":"145 - 155"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88969492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036058
A. Leonard, R. Woodland
ABSTRACT There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring Digital Literacy and Computer Science (DLCS) to all students, robust professional learning communities (PLCs) have been leveraged to redress racism and led to changes in teacher mind-sets, more equitable classroom practices, and positive social-emotional learning outcomes. We explain how routine school improvement initiatives, such as stand-alone professional development events, fail to address racist beliefs and behaviors, and are inadequate to the task of advancing SEL. We describe the attributes and outcomes of effective PLCs, including the effects that PLC participation may have on teacher capacity to make anti-racist changes to curriculum and instruction, and advance the social, emotional, and academic learning of all students.
{"title":"Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools","authors":"A. Leonard, R. Woodland","doi":"10.1080/00405841.2022.2036058","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036058","url":null,"abstract":"ABSTRACT There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring Digital Literacy and Computer Science (DLCS) to all students, robust professional learning communities (PLCs) have been leveraged to redress racism and led to changes in teacher mind-sets, more equitable classroom practices, and positive social-emotional learning outcomes. We explain how routine school improvement initiatives, such as stand-alone professional development events, fail to address racist beliefs and behaviors, and are inadequate to the task of advancing SEL. We describe the attributes and outcomes of effective PLCs, including the effects that PLC participation may have on teacher capacity to make anti-racist changes to curriculum and instruction, and advance the social, emotional, and academic learning of all students.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"61 1","pages":"212 - 223"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87094371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00405841.2022.2036049
Kara P. Ieva, J. Beasley
ABSTRACT Evidence suggests teachers, intentionally and unintentionally, perpetuate racist practices in the classroom affecting students’ grades, engagement, opportunities, and mental health. Over time these collective experiences result in generational academic trauma. Within educational settings, school counselors (SCs) work in a myriad of ways to dismantle racist practices. One of the primary tasks of SCs is to promote whole-student wellness by providing equitable opportunities for all students to develop academically, socially, emotionally, and in postsecondary planning. However, it is unreasonable to expect students to flourish in these areas if educational staff, specifically teachers, do not embody, model, and promote culturally affirming social and emotional wellness. Centered in educator SEL, authors propose an integrated and culturally-affirming teacher/school counselor consultation model in which SCs work collaboratively with teachers to champion equity and student success.
{"title":"Dismantling racism through collaborative consultation: Promoting culturally affirming educator SEL","authors":"Kara P. Ieva, J. Beasley","doi":"10.1080/00405841.2022.2036049","DOIUrl":"https://doi.org/10.1080/00405841.2022.2036049","url":null,"abstract":"ABSTRACT Evidence suggests teachers, intentionally and unintentionally, perpetuate racist practices in the classroom affecting students’ grades, engagement, opportunities, and mental health. Over time these collective experiences result in generational academic trauma. Within educational settings, school counselors (SCs) work in a myriad of ways to dismantle racist practices. One of the primary tasks of SCs is to promote whole-student wellness by providing equitable opportunities for all students to develop academically, socially, emotionally, and in postsecondary planning. However, it is unreasonable to expect students to flourish in these areas if educational staff, specifically teachers, do not embody, model, and promote culturally affirming social and emotional wellness. Centered in educator SEL, authors propose an integrated and culturally-affirming teacher/school counselor consultation model in which SCs work collaboratively with teachers to champion equity and student success.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"236 - 249"},"PeriodicalIF":3.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86321059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00405841.2021.1994818
Eric M. Anderman
{"title":"Theory into Practice at Sixty","authors":"Eric M. Anderman","doi":"10.1080/00405841.2021.1994818","DOIUrl":"https://doi.org/10.1080/00405841.2021.1994818","url":null,"abstract":"","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"3 1","pages":"333 - 336"},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80207544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00405841.2021.1981075
Dinorah Sánchez Loza
ABSTRACT Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the ideologies that circulate and are reproduced within educational spaces perceived as “good.” This article highlights vignettes submitted to student-created Instagram accounts created in response to the protests for racial justice in the spring/summer of 2020. Drawing attention to the hostile civic environments permeating their schools, I argue that White Supremacist ideologies shape the political education occurring in these school spaces and this has implications for what young people learn about politics and their roles as citizens. Lastly, I offer a rethinking of “at risk” in education to include students in these schools with affinities toward White supremacist politics.
{"title":"Dear “good” schools: White supremacy and political education in predominantly white and affluent suburban schools","authors":"Dinorah Sánchez Loza","doi":"10.1080/00405841.2021.1981075","DOIUrl":"https://doi.org/10.1080/00405841.2021.1981075","url":null,"abstract":"ABSTRACT Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the ideologies that circulate and are reproduced within educational spaces perceived as “good.” This article highlights vignettes submitted to student-created Instagram accounts created in response to the protests for racial justice in the spring/summer of 2020. Drawing attention to the hostile civic environments permeating their schools, I argue that White Supremacist ideologies shape the political education occurring in these school spaces and this has implications for what young people learn about politics and their roles as citizens. Lastly, I offer a rethinking of “at risk” in education to include students in these schools with affinities toward White supremacist politics.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"52 1","pages":"380 - 391"},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89319005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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