ABSTRACT

The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color – their colonial relationship with inequitable social systems. In this article, we posit humanization in place of social and emotional learning because SEL’s inadequate analysis of intersecting oppressions justifies existing power relations in communities and schools. In essence, this article examines the pedagogy and psychology of humanization as a viable framework to confront systemically imposed self-hate, divide and conquer, and suboppression if it teaches students knowledge (and love) of self, solidarity, and self-determination.

摘要

社会和情感学习的非历史目标未能修复对霸权错误教育的文化蔑视，也没有解决对有色人种社区的健康和福祉产生负面影响的主要社会力量——他们与不公平的社会制度的殖民关系。在本文中，我们假设人性化代替了社会和情感学习，因为 SEL 对交叉压迫的不充分分析证明了社区和学校中现有的权力关系是合理的。从本质上讲，本文将人性化的教育学和心理学作为一个可行的框架来应对系统性强加的自我憎恨、分而治之和次级压迫，如果它教给学生关于自我、团结和自决的知识（和爱）。