"It's Because of Community Meeting:" Toward a Responsive Reconceptualization of Social Emotional Learning

Autor/in	Stephens, Georgina
Titel	"It's Because of Community Meeting:" Toward a Responsive Reconceptualization of Social Emotional Learning
Quelle	In: Educational Action Research, 31 (2023) 2, S.230-247 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stephens, Georgina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1884989
Schlagwörter	Social Emotional Learning; Action Research; Elementary School Students; Grade 3; Minority Group Students; Low Income Students; Culturally Relevant Education; Justice; Educational Policy; Program Development; Discipline; Urban Education; At Risk Students + Suchen Sie Ihr Suchwort? Projektforschung; School year 03; 3. Schuljahr; Schuljahr 03; Gerechtigkeit; Politics of education; Bildungspolitik; Programmplanung; Disziplin; Stadtteilbezogenes Lernen
Abstract	Exclusionary discipline disproportionally impacts low-income students of Color. Social-Emotional Learning (SEL) offers a promising framework for reducing the use of suspensions in school. Prominent SEL literature and praxis, however, seem to assume a colorblind stance that neglects to respond to the sociocultural and political realities low-income students of Color experience. This action research inquiry evaluates the impact of an SEL program implemented in the third grade of a low-income, urban school serving children of Color. Students and teachers co-created a program grounded in critical and culturally relevant pedagogies, Black ethic of care, Freirean radical love, and restorative justice practices. This inquiry offers policy implications that might enable educators to further expand the development and enactment of similar responsive SEL programs. (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