将批判性种族理论应用于学校的社会和情感学习项目

Matthew K. Attaya , Lacey J. Hilliard
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引用次数: 0

摘要

社会和情感学习(SEL)计划旨在培养社会能力,并与无数积极的学生成果有关。然而,SEL项目并不总是对所有学生都有利。学生正在学习的内容以及如何强化这些技能可能会产生意想不到的后果。在本文中,我们认为,当SEL编程以回避肤色和价值观中立的方式实施时,可能会加剧种族不平等,并导致学校内的有害做法,尤其是对黑人、原住民和其他有色人种学生。我们研究了批判性种族理论和SEL的结合如何有助于所有学生的积极发展,并讨论了这种编程可能推动学校社区系统性变革的方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Applying critical race theory to social and emotional learning programs in schools

Social and emotional learning (SEL) initiatives are designed to foster social competencies and have been associated with a myriad of positive student outcomes. However, SEL programs are not always beneficial for all students. There may be unintended consequences in what students are learning and how these skills are being reinforced. In this paper, we argue that when SEL programming is implemented in a color-evasive and value-neutral way, it can exacerbate racial inequities and lead to harmful practices within schools, particularly for Black, Indigenous, and other students of color. We examine how an integration of critical race theory and SEL may, instead, contribute to all students’ positive development and discuss the ways in which this programming may drive systemic change within school communities.

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