From Freedom Dreams to Realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in Schools

Autor/inn/en	DeMartino, Linsay; Fetman, Lisa; Tucker-White, DeAnne; Brown, Amanda
Titel	From Freedom Dreams to Realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in Schools
Quelle	In: Theory Into Practice, 61 (2022) 2, S.156-167 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMartino, Linsay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2022.2036062
Schlagwörter	Transformative Learning; Social Emotional Learning; Teaching Methods; Interpersonal Competence; Metacognition; Student Diversity; Kindergarten; Elementary Secondary Education; Teacher Attitudes; Equal Education; Preschool Education; Teacher Student Relationship; Personal Narratives; Learning Disabilities; White Teachers; African American Teachers; Educational Experience + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung; Learning handicap; Lernbehinderung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Bildungserfahrung
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01