ABSTRACT

School-based Social Emotional Learning (SEL) programs emerged in North America and have not traditionally focused on embodied learning processes that are situated in the learners’ contexts and lived experiences. Thus, we present evidence and advance the case that transferable social-emotional competencies are inherently culturally responsive or situated in learners’ authentic experiences and are inherently embodied. We also introduce a conceptual model grounded in bioecological and embodied theoretical frameworks to help guide future research and practice for culturally relevant SEL. Research findings: We used parts of the scoping review methodology to search and screen the published empirical literature on SEL and embodied learning. Findings highlight the increase in SEL research over the past 2 decades but with extremely limited work done outside of North America, particularly in Japan and South Africa. Consequently, we explored what culturally responsive, situated, and embodied SEL would look like across three different cultural contexts (i.e., in North America, Japan, and South Africa). Practice or Policy: While the principles, goals, and key skills of SEL might apply to most or even all cultures, an emic approach where culture-specific values, beliefs, or customs drive the development and implementation of SEL curriculum, and incorporates the meaningful inclusion of key community members is needed to be effective for specific groups of students. To implement and facilitate effective SEL programs within diverse and multicultural settings, policies and practices related to SEL curriculum need to consider the backgrounds and needs of the children, families, and communities that are being served.

摘要

以学校为基础的社会情感学习 (SEL) 项目出现在北美，传统上并没有关注位于学习者背景和生活经历中的具身学习过程。因此，我们提出证据并推进可转移的社会情感能力在本质上具有文化响应性或位于学习者的真实体验中并具有内在体现的案例。我们还引入了一个基于生物生态学和具体理论框架的概念模型，以帮助指导未来与文化相关的 SEL 的研究和实践。研究成果：我们使用部分范围审查方法来搜索和筛选已发表的关于 SEL 和具身学习的实证文献。调查结果强调了过去 20 年 SEL 研究的增加，但在北美以外的地区开展的工作极为有限，特别是在日本和南非。因此，我们探讨了在三种不同的文化背景下（即在北美、日本和南非），具有文化响应性、定位和体现的 SEL 会是什么样子。实践或政策：虽然 SEL 的原则、目标和关键技能可能适用于大多数甚至所有文化，但特定文化的价值观、信仰或习俗推动 SEL 课程的开发和实施，并包含有意义的关键社区成员需要对特定的学生群体有效。为了在多样化和多元文化的环境中实施和促进有效的 SEL 计划，与 SEL 课程相关的政策和实践需要考虑所服务的儿童、家庭和社区的背景和需求。