“呼吸,准备学习”:社会情感学习项目作为课堂管理的问题

Molly E. McManus
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引用次数: 2

摘要

在过去的二十年里,社会情感学习(SEL)已经成为早期教育中一个更加被认可的核心部分,许多学校和教育工作者,特别是那些进步空间的学校和教育工作者,已经采用SEL课程来补充或替代其他课堂管理系统。虽然研究表明,儿童的社会、情感和文化实践和经验是包容性、人性化和文化相关学习的核心,但SEL项目的实施往往更接近于课堂管理的行为主义系统。这篇文章展示了一个由白人老师带领的移民家庭拉丁裔儿童的进步一年级课堂的发现。来自课堂人种学观察的例子说明了教师如何使用SEL课程以及“准备学习”的话语来管理和控制孩子的行为。事实证明,这些课堂经历与沃尔什班上的孩子们在视频采访中分享的学习理念密切相关,即学生需要保持冷静、安静、专注和“准备好”才能学习。这篇文章考虑了白人、个人主义和控制的大系统通过SEL编程和渐进式学校教育创造、培养和延续控制和“准备”话语的方式,这些话语最终阻止了孩子们有意义地贡献和参与深度学习,而深度学习是由集中的、结构化的代理和相互信任和尊重的关系产生的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management
As social-emotional learning (SEL) has become a more acknowledged and central part of early schooling in the last two decades, many schools and educators, particularly those in progressive spaces, have adopted SEL programs to supplement or substitute other systems of classroom management. While research demon-strates that children’s social, emotional, and cultural practices and experiences are central to inclusive, humanizing, and culturally relevant learning, SEL programs are often implemented to more closely resemble behaviorist systems of classroom management. This article presents findings from a progressive first-grade classroom of Latinx children from immigrant families led by a white teacher. Examples from ethnographic observations of the classroom illustrate the ways that the teacher used an SEL program alongside a discourse of “readiness to learn” to manage and control children’s behavior. These classroom experiences proved to be closely connected to the ideas about learning that children in Mr. Walsh’s class shared in video-cued interviews, namely that students need to be calm, quiet, focused, and “ready” in order to learn. The article considers the ways that larger systems of whiteness, individualism, and control weaving through SEL programming and progressive schooling create, foster, and perpetuate discourses of control and “readiness” that ultimately prevent children from meaningfully contributing and engaging in the type of deep learning that results from focused, structured agency and relationships of mutual trust and respect.
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