Creating Conditions for Social-Emotional Learning: An Ecological Framework

Autor/inn/en	Foster, James Lamar; Louis, Lawrence; Winston, Elizabeth
Titel	Creating Conditions for Social-Emotional Learning: An Ecological Framework
Quelle	In: Theory Into Practice, 61 (2022) 2, S.224-235 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster, James Lamar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2022.2036059
Schlagwörter	Racial Bias; Social Emotional Learning; School Districts; Guidelines; Self Concept; Critical Thinking; Thinking Skills; Prevention; Teaching Methods; Elementary School Students; Bilingual Education Programs; State Legislation; Socialization; Conflict Resolution; English (Second Language); Spanish; Second Language Learning; Second Language Instruction; Native Language; Washington + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; School district; Schulbezirk; Richtlinien; Selbstkonzept; Kritisches Denken; Denkfähigkeit; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Landesrecht; Socialisation; Sozialisation; Conflict solving; Konfliktlösung; Konfliktregelung; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01