Kristin Cipollone, Emily Brown Hoffman, Maria B. Sciuchetti
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引用次数: 0
摘要
在本文中,我们试图批判性地解决社会情感学习(SEL)课程的制定和影响,并在幼儿和小学(pk -5)课堂上实施。具体来说,我们认为,频繁操作的SEL是一个非人性化的过程,它试图将非支配性儿童同化为支配性的存在方式,同时寻求强制遵守并使儿童在压迫性结构中正常化。SEL通常被视为一种“友善”的课堂管理形式,对于一个由“友善”的白人女性主导的领域来说是完美的,这些女性认为自己的工作是非政治性的、中立的,而不是政治性的,根植于维护白人至上主义(Galman et al., 2010)。因此,PK-5情境深深植根于“只要善良”的道德感,而不是植根于正义和学生赋权的道德感(Turner, 2019),将SEL课程作为学生行为的“修复者”是有道理的。但是SEL项目通常一点也不“好”。尽管表现出人性化和善良,但对顺从的关注使其本质上失去了人性化。
Compliance and Control: The Hidden Curriculum of Social-Emotional Learning
In this paper, we seek to critically address the enactment and impact of social-emotional learning (SEL) curriculum and implementation in early childhood and elementary (PK-5th) classrooms. Specifically, we argue that SEL, as frequently operationalized, is a dehumanizing process that seeks to assimilate non-dominant children into dominant ways of being while concurrently seeking to enforce compliance and normalize children to oppressive structures. SEL is often seen as a “nice” form of classroom management, perfect for a field dominated by “nice” white women who see their work as apolitical and neutral rather than political and rooted in the maintenance of white supremacy (Galman et al., 2010). As such, it makes sense that PK-5 contexts, deeply rooted in a “Just be Kind” sense of morality as opposed to one rooted in justice and student empowerment (Turner, 2019), turn to SEL programs as “fixers” of student behavior. But SEL programs are often anything but “nice.” Despite presenting as humanizing and kind, the focus on compliance makes it inherently dehumanizing.