A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning

Autor/in	McKay-Jackson, Cassandra
Titel	A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning
Quelle	In: Journal of Transformative Education, 12 (2014) 3, S.292-312 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344614543191
Schlagwörter	Transformative Learning; Service Learning; Social Development; Emotional Development; Freedom; Teaching Methods; Secondary School Students; Student Attitudes; Content Analysis; Fellowships; Mental Health; School Health Services; Mixed Methods Research; Experiential Learning; Surveys; Resilience (Psychology); Youth Programs; Perspective Taking; Activism; Social Responsibility; Problem Based Learning; Program Descriptions; Illinois + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Service-Learning; Soziale Entwicklung; Gefühlsbildung; Freiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Schülerverhalten; Inhaltsanalyse; Fellowship; Stipendium; Psychohygiene; Schuleingangsuntersuchung; Experiental learning; Erfahrungsorientiertes Lernen; Survey; Umfrage; Befragung; Jugendsofortprogramm; Zukunftsperspektive; Aktivismus; Politischer Protest; Soziale Verantwortung; Problem-based learning; Problemorientiertes Lernen
Abstract	The traditional teaching of reading, writing, and arithmetic alone will not fully prepare students to lead with integrity, govern fairly, analyze problems, and work collectively with people different from themselves. Social emotional learning (SEL) has been described as one of the missing links in academic education, but a restrictive approach to SEL instruction focuses primarily on emotional and behavioral containment rather than development of active citizenry. Out-of-school programs that provide opportunities for youths to conduct community service learning projects, however, can be a valued resource for supporting critical social emotional learning and social political development. The Chicago Freedom School (CFS) is one such program. This article features the voices of youths' ages 14-16 who participated in CFS during the 2008-2009 Freedom Fellowship, using content analysis. It also discusses future implications for school mental health professionals and SEL instruction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01