Term
Spring 2020
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kelly Killorn
Content Expert
Clare Foley Peters
Abstract
Research has demonstrated that social and emotional learning is key in early elementary education, and that a lack of social and emotional skills has many negative implications for the lives of students in the future. It is also widely accepted that the education system in the United States has a great deal of work to do in regards to equity. The course designed for this project pulls together texts that encourage educators to examine their own teaching practice through a lens of equity, to identify places where white supremacy culture is prevalent in their subtle messages to and actions toward students, and to discuss with peers how to begin to dismantle oppressive systems in education. In addition to work on equity, the syllabus includes texts and discussion questions designed to guide educators through an introduction to their own social and emotional work in order to be more equipped to impart those skills to students. The goal of the project is to help educators begin to recognize how they engage in white supremacy culture, and then take steps to dismantle it. It is also the goal of this project to help educators develop skills in the five core social and emotional competencies outlined by the Collaborative for Academic, Social, and Emotional Learning.
Keywords
Reflective Practice, Social Justice, Staff Development, Social and Emotional Learning
Recommended Citation
Hoffer, Kirsten, "Equity in Social and Emotional Learning in the Elementary Classroom: An Introduction for Educators" (2020). School of Education and Leadership Student Capstone Projects. 465.
https://digitalcommons.hamline.edu/hse_cp/465
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University