通过SEL解构K-12教育中的种族主义结构从校长开始

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory Into Practice Pub Date : 2022-02-02 DOI:10.1080/00405841.2022.2036061

Susan J. Davis, M. Lettis, Julia Mahfouz, Margaret Vaughn

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引用次数: 4

摘要

当不公平的情况出现时，具有较强SEL技能的校长对社会情绪学习的实施有清晰的理解，以支持教师，并准备通过困难的对话暴露内隐偏见，使教师能够检查个人的信仰和行为。在本文中，我们概述了如何支持SEL学习，重点是解构K-12教育中的种族主义结构。本文以SEL能力为指导，以种族为前沿，探讨了这些维度，同时提供了在学校实施的实用策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Deconstructing racist structures in K-12 education through SEL starts with the principal

ABSTRACT When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning with a focus on deconstructing racist structures in K-12 education. Using SEL competencies as the guide with race at the forefront, this article explores these dimensions while offering practical strategies to implement in schools.

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来源期刊

Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

3.10%

发文量

期刊介绍： Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.