ABSTRACT

Exclusionary discipline disproportionally impacts low-income students of Color. Social-Emotional Learning (SEL) offers a promising framework for reducing the use of suspensions in school. Prominent SEL literature and praxis, however, seem to assume a colorblind stance that neglects to respond to the sociocultural and political realities low-income students of Color experience. This action research inquiry evaluates the impact of an SEL program implemented in the third grade of a low-income, urban school serving children of Color. Students and teachers co-created a program grounded in critical and culturally relevant pedagogies, Black ethic of care, Freirean radical love, and restorative justice practices. This inquiry offers policy implications that might enable educators to further expand the development and enactment of similar responsive SEL programs.

摘要

排他性纪律不成比例地影响有色人种的低收入学生。社交情感学习 (SEL) 为减少学校停课的使用提供了一个很有前途的框架。然而，著名的 SEL 文学和实践似乎采取了一种色盲立场，忽视了对社会文化和政治现实的低收入有色人种学生的经历做出反应。这项行动研究调查评估了在为有色人种儿童服务的低收入城市学校三年级实施的 SEL 计划的影响。学生和教师共同创建了一个以批判性和文化相关的教学法、黑人护理伦理、弗莱雷激进的爱和恢复性司法实践为基础的项目。