向社会公正延伸:变革性社会和情感学习(SEL)的案例研究

Gina McGovern , Bernardette J. Pinetta , Jessica M. Montoro , Jozet Channey , Enid Rosario-Ramos , Deborah Rivas-Drake
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引用次数: 0

摘要

变革性社会和情感学习(SEL)是一种明确关注公平和社会正义的方法。在这个案例研究中,我们探讨了:教师如何修改他们的SEL教学实践和课程,以纳入对社区问题和社会正义的变革性SEL关注?通过对学生和教师访谈和课堂观察的定性数据以及对学生和教师进行调查的定量数据的分析,我们说明了芝加哥一所中学的教师如何从传统的SEL概念中延伸出来,以四种关键方式更积极地参与社会正义问题:通过语言联系,联系学生的社会身份,解决社会问题,鼓励公民参与和行动主义。最后,我们为有兴趣在课堂上采用这些做法的教师提供支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stretching towards social justice: A case study of transformative social and emotional learning (SEL)

Transformative social and emotional learning (SEL) is an approach that prioritizes an explicit focus on equity and social justice. In this case study, we explored: how do teachers modify their SEL teaching practices and curricula to incorporate a transformative SEL focus on community issues and social justice? Through analyses of qualitative data from student and teacher interviews and classroom observations as well as quantitative data from surveys administered to students and teachers, we illustrate how teachers at one middle school in Chicago stretched from conventional notions of SEL to engage social justice issues more proactively in their SEL implementation in four key ways: Connecting through Language, Connecting to Students’ Social Identities, Addressing Social Issues, and Encouraging Civic Engagement and Activism. We conclude with support for teachers interested in adapting these practices in their classrooms.

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