Literaturnachweis - Detailanzeige
| Autor/inn/en | Forman, Stephanie R.; Foster, James Lamar; Rigby, Jessica G. |
|---|---|
| Titel | School Leaders' Use of Social-Emotional Learning to Disrupt Whiteness |
| Quelle | In: Educational Administration Quarterly, 58 (2022) 3, S.351-385 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Forman, Stephanie R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-161X |
| DOI | 10.1177/0013161X211053609 |
| Schlagwörter | Social Emotional Learning; Racial Bias; Consciousness Raising; Well Being; Minority Group Students; White Teachers; Emotional Response; Teacher Characteristics; Student Diversity; Leadership Styles; Administrator Role; Educational Administration; Principals; Teacher Leadership; Social Justice; Planning; Teamwork; Resistance (Psychology); Washington |
| Abstract | Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students' well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound region of Washington state. The first data collection and analysis phase drew from interviews, observations, and artifacts from a larger study to identify anti-racist SEL intersections and the leaders associated with these intersections. In the second phase, we conducted additional interviews with three leaders and performed a critical frame analysis to characterize the frames used by leaders to shape what SEL means and who it serves. Findings: We describe three anti-racist SEL intersections in which leaders made explicit connections between SEL and broader anti-racist goals within their work with White teachers. We found that leaders framed SEL strategically to address White teachers' emotions, and as tools teachers might use to understand and address students' racialized classroom experiences. Implications: Findings provide illustrative examples of leadership that connects anti-racist practice with SEL and explore how leaders' novel understanding of SEL and anti-racism undergirds this leadership approach. (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 | 2024/1/01 |
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