Literaturnachweis - Detailanzeige
| Autor/inn/en | Lemke, Melinda; Rogers, Kate |
|---|---|
| Titel | A Feminist Critical Heuristic for Educational Policy Analysis: U.S. Social Emotional Learning Policy |
| Quelle | In: Journal of Education Policy, 38 (2023) 5, S.803-828 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lemke, Melinda) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0268-0939 |
| DOI | 10.1080/02680939.2022.2130995 |
| Schlagwörter | Social Emotional Learning; Well Being; Feminism; Violence; Interpersonal Relationship; Gender Issues; Policy Analysis; Heuristics; State Policy; Public Policy; Best Practices; Females; Adolescents; Gender Differences; Rape; Educational Policy; Pornography; Sexuality; Computer Mediated Communication; Sexual Harassment; Bullying; Child Abuse; Sexual Abuse; Intervention; New York Well-being; Wellness; Wohlbefinden; Feminismus; Gewalt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geschlechterfrage; Politikfeldanalyse; Heuristik; Öffentliche Ordnung; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Politics of education; Bildungspolitik; Pornografie; Sexualität; Computerkonferenz; Sexuelle Belästigung; Mobbing; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder |
| Abstract | Social emotional learning (SEL) aims to promote student well-being, including healthy relationships that are free from harm like gender-based-violence (GBV). We investigated U.S. SEL policy through the lens of GBV, and how policy in the New York State (NYS) context operates to actualize or constrain SEL aims. To do so, we developed and applied a novel feminist critical policy analysis (FCPA) heuristic. Key findings revealed that the NYS policy neglected to address GBV experienced by adolescent girls, and the overall absent presence of gender within the policy underscores concern for implementable SEL best practices. We conclude with implications for research, policy, and practice. (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 |
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