Social and Emotional Learning Pedagogy and Practices for Children Living in Poverty: Teacher Perspectives at Two Akanksha Foundation Schools in India

Autor/inn/en	Hemans, Patricia Benitez; Levine, Rebecca S.; Salas, Esmeralda; Bintliff, Amy; Holtzman, Caren; Hofstetter, Carolyn Huie; Kaur, Gagandeep
Titel	Social and Emotional Learning Pedagogy and Practices for Children Living in Poverty: Teacher Perspectives at Two Akanksha Foundation Schools in India
Quelle	In: Intercultural Education, 34 (2023) 6, S.533-549 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hemans, Patricia Benitez) ORCID (Levine, Rebecca S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2265845
Schlagwörter	Social Emotional Learning; Teaching Methods; Children; Poverty; Foreign Countries; Partnerships in Education; Holistic Approach; Parent Participation; Youth Leaders; Equal Education; India; California (San Diego) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Armut; Ausland; Hochschulpartnerschaft; Holistischer Ansatz; Elternmitwirkung; Jugendführer; Jugendleiter; Indien
Abstract	As social and emotional learning (SEL) initiatives gain traction in primary and secondary schools worldwide, research is needed to understand how schools can implement SEL in culturally responsive, strengths-based ways with children experiencing poverty. This study emerged from a university-non-profit partnership between the University of California, San Diego and the Akanksha Foundation in India. The purpose was to investigate school staff's perceptions of holistic youth development and SEL pedagogy at two Akanksha school sites. Data collection involved 51 surveys and 10 interviews conducted with Akanksha school staff. Researchers applied an equity literacy theoretical framework to centre non-deficit approaches to working with children and families experiencing poverty. Findings reveal that staff prioritised a holistic pedagogical approach to SEL that focused on parent engagement and youth leadership as strategies to resist and prevent social inequities. We conclude with recommendations for other global school leaders implementing SEL, such as prioritising authentic staff development, implementing culturally affirming practices, and developing positive relationships within the larger community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01