Anti-Racism Is Not an Initiative: How Professional Learning Communities May Advance Equity and Social-Emotional Learning in Schools

Autor/inn/en	Leonard, Ann M.; Woodland, Rebecca H.
Titel	Anti-Racism Is Not an Initiative: How Professional Learning Communities May Advance Equity and Social-Emotional Learning in Schools
Quelle	In: Theory Into Practice, 61 (2022) 2, S.212-223 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonard, Ann M.) ORCID (Woodland, Rebecca H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2022.2036058
Schlagwörter	Racial Bias; Social Justice; Social Emotional Learning; Communities of Practice; Urban Schools; Teacher Attitudes; Equal Education; Program Effectiveness; Faculty Development; Attitude Change; Technological Literacy; Computer Science Education + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Soziale Gerechtigkeit; Community; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Technisches Wissen; Computer science lessons; Informatikunterricht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01