From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools

Date
2022-01
Authors
DeMartino, Linsay
Fetman, Lisa
Tucker-White, DeAnne
Brown, Amanda
Journal Title
Journal ISSN
Volume Title
Publisher
Lawrence Erlbaum Associates
Abstract
Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are heavily adopted, this paper addresses the inequities present within them. That is, traditional and transformative SEL fail BIPOC: Traditional SEL perpetuates the status quo by further marginalizing BIPOC and transformative SEL is too conceptual for successful adoption in PreK-12 schools. This article provides a brief discussion of traditional SEL, transformative SEL, and abolitionist teaching frameworks, then highlights educational practitioner narratives that discuss SEL adoptions that have proven harmful. We assert that we must (re)imagine and formulate a transformative SEL based on abolitionist teaching structures, which requires fully engaging the voices of our educators by presenting Transformative Abolitionist Social Emotional Learning (TASEL) framework, a practitioner-friendly SEL alternative framed by the tenets of equity and justice.
Description
Keywords
Teaching, Social learning, Transformative learning, Educational equalization
Citation
DeMartino, L., Fetman, L., Tucker-White, D., & Brown, A. (2022). From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools. Theory Into Practice, 1–12. https://doi.org/10.1080/00405841.2022.2036062
DOI