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Posts from the ‘Social Justice’ Category

Crossing 3 Bridges to Center SEL in Equity

One thing has become clear to me over the last few weeks—creating a kind and tolerant society will not bring about the necessary changes to end inequity and racism. We need to intentionally develop an equity lens in our SEL work, if we want to influence and transform the behaviors and structures that have fed an unjust system. Dr. Dena Simmons says “If we truly care about the future of our young people and our nation, we can no longer be passive about racial justice. We can no longer walk away, bask in our comfort, and ignore the way racism is killing us and destroying our nation.”

If you are teaching SEL in your classroom or supporting educators to implement SEL practices, you may be wondering what to do and how to do it. How can you support yourself and others to use SEL as a vehicle to build more inclusive, caring and equitable learning communities? 

Professional Learning Opportunity

I am excited to announce that I have partnered with my colleague and friend Michael Eatman, Inclusion Strategist and Founder of Culture7coaching, to help educators develop the necessary skills and tools to an equity centered SEL. Join us on July 29th for “Courageous Leaders: Building the HEART Skills for Equity Work in Schools“. During this workshop, you will have an opportunity to identify what guides your SEL practice, develop your cultural competence and examine how equitable relationships can be develop through SEL. For more details and registration, click here and send me a note if you have any questions!

During the workshop, we will explore in more detail 3 shifts that support centering SEL work in equity and racial justiceIf you have been teaching SEL, it does not mean that you have been doing it “wrong”. It means that the work we have done until this point, teaching SEL skills and infusing SEL in our teaching practices, is not enough if we want to create social change and opportunities for ALL students to grow and thrive in a just society. 

I would like to appreciate Dr. Tia Barnes, Mrs. Kamilah Drummond-Forrester, and Dr. Shannon Wanless for their thoughtful feedback on this framework. Thank you for your support!

 

Crossing 3 Bridges to an Equity Centered SEL

 

  • SELF – From celebrating diversity to developing collective responsibility. When we think about the competencies related to self in the HEART in Mind model, honoring emotions and electing our responses, we have many helpful goals–generate ways to interpret our emotions, develop a positive identity, learn to manage our behavior, among others. These skills help students and adults develop a better understanding of who they are as humans in a way that they can appreciate the unique differences between individuals and celebrate diversity. This is good, but it is not enough. If we stay at this level, we are missing some opportunities to understand and explore why social expectations for emotional expression and management are different based on your gender, race or sexual orientation, among others. If we want to go deeper, we need to develop cultural awareness and critical consciousness, so we can understand how stereotypes and prejudices are generated, how we all perpetuate them everyday and how we can confront our biases. We need to support our students and adults to develop a positive racial and ethnic identity, and help white students and adults build the emotional capacity needed to face racism with a sense of collective responsibility and humility. That is to say, I see the value of living in a diverse world, and I am responsible for the collective wellbeing of my fellow humans. 
  • RELATIONSHIPS – From nurturing inclusive relationships to creating equitable relationships. Building classrooms where students show empathy for one another, and have skills to peacefully solve conflicts seems to be a commendable goal, right? We teach students to appreciate the emotions and experiences of others, we practice active listening and teach students to communicate assertively. Again, while these competencies are important to develop inclusive relationships, they are based on the premise that students’ sociopolitical and cultural context doesn’t influence their ability and that of others to establish and maintain these relationships. By ignoring the context, we are missing the challenges that students of color experience when trying to establish equitable relationships and the structures (some inside schools) that create these inequities. Our empathy and relationship building work needs to analyze how power and privilege influence social dynamics, white privilege and the reasons behind historical and systemic differential treatment. Students and adults need to develop their capacity to effectively communicate through different cultural and social contexts with fluency and humility, so the relationships that are created in schools and communities are not only inclusive, but also equitable. 
  • COMMUNITY – From building engaged communities to activating social transformation. I’ve written in the past about the importance of transforming with purpose, the last competency in the HEART in Mind model, and cultivating a “call to action” to improve our communities. In your SEL work, you may be working with students to identify challenges or issues at school that need improvement, and helping them get engaged with problem solving and implementation. When we think about centering our “why” in equity and racial justice, we move from engaging students in their communities to cultivating their activism and capacity for positive social change. This means creating space for students to see the consequences of the current social, economic and political system on white people, people of color and other minority groups, and engaging them to act on the injustices and inequities they observe inside and outside their communities. In this process, schools will be cultivating youth’s ability to speak up, question the status quo and confront injustices. Creating school structures that support collective responsibility and equitable relationships will allow our youth to lead the way and bring about social change. 

 

Crossing these 3 bridges may be difficult. You may question their need, feel uncomfortable or wonder how to get it started in the middle of a pandemic. No matter where you are, start by reflecting on what you need to do to cross these bridges yourself. We, educators, need to do the work first, before we can lead our teams and our students to do the same. Go back to the reasons why you decided to engage with SEL work in the first place, and think about what would happen if you could give that gift to all students, no matter their race, ethnicity, immigration status or sexual orientation. What would you do? Dare to be courageous. The work starts with us.

For professional development, join me on July 29th to develop and practice the social, emotional and cultural skills needed to center your SEL efforts in equity.

For more resources, check out these other posts: using your EQ to fight racism, preparing for difficult conversations about racial inequity, educating for freedom, and teaching more than “little virtues”

Hard on Barriers

My friend and colleague Michael Eatman, coach and founder of Culture7, said on a panel exploring the emotions of racial inequity, “you have to be soft on people, and hard on barriers.” As we are all trying to engage with the current events and find ways to be helpful, this is an important message—we have to focus on fighting racism and inequity, while supporting people to wake up. 

These unprecedented times call for the SEL field to consider how the social and emotional skills that we hold dear can serve as a vehicle to listen, question our own biases and learned beliefs, and transform this reality with a clear sense of purpose. You can use SEL to fight racism, remove barriers for learning, and develop your own social and emotional capacity. At this time, it is also necessary to use SEL principles and practices to dismantle systemic inequities and stand up for justice.  Read more

Preparing for Difficult Conversations

There is no education without ethics. This is the way my former Philosophy professor, Joan-Carles Mèlich, started each class. As I was getting trained to become a teacher, this was a powerful reminder of the responsibility I had as an educator with my students. I had to carefully consider how my relationship with children and youth could serve as a tool for positive change or, on the contrary, as a way to maintain the status quo. As educators, we have choices in the ways we discuss expressions of racial and religious hatred, like the recent events in Charlottesville (US), or analyze the response to NFL players kneeling during the US anthem. There is no education without ethics. Read more

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