Disentangling SEL: Advocating for Black Sociality, Questioning White Teachers' Emotionality
Theory Into Practice
; 61(2):188-198, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1984646
ABSTRACT
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts--sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer's school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP also challenges how teacher preparation programs perpetuates harm to students of color by codifying white emotionality. This harm suggests a need to reimagine teacher preparation. This article thus concludes by recommending that teacher preparation programs should study more models and processes like the SDP and confront color-evasiveness.
ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Pandemics; Racial Bias; African Americans; Whites; Blacks; Social Development; COVID-19; Culturally Relevant Education; Racial Discrimination; Social Emotional Learning; Emotional Development; Minority Group Students; African American Students; Teacher Education Programs
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Theory Into Practice
Year:
2022
Document Type:
Article
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