A feminist critical heuristic for educational policy analysis: US social emotional learning policy

被引:2
|
作者
Lemke, Melinda [1 ]
Rogers, Kate [2 ]
机构
[1] Univ Buffalo SUNY, Educ Policy, Buffalo, NY 14260 USA
[2] Univ Buffalo SUNY, Community Hlth & Hlth Behav, Buffalo, NY 14260 USA
关键词
Educational policy; Feminist critical policy analysis; Gender; Gender-based violence; Social emotional learning; TEEN DATING VIOLENCE; CRITICAL RACE THEORY; POLITICAL-ECONOMY; SEXUAL VIOLENCE; CONTEXT MATTERS; GENDER NORMS; TITLE IX; ADOLESCENT; TRAFFICKING; CHILDHOOD;
D O I
10.1080/02680939.2022.2130995
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Social emotional learning (SEL) aims to promote student well-being, including healthy relationships that are free from harm like gender-based-violence (GBV). We investigated U.S. SEL policy through the lens of GBV, and how policy in the New York State (NYS) context operates to actualize or constrain SEL aims. To do so, we developed and applied a novel feminist critical policy analysis (FCPA) heuristic. Key findings revealed that the NYS policy neglected to address GBV experienced by adolescent girls, and the overall absent presence of gender within the policy underscores concern for implementable SEL best practices. We conclude with implications for research, policy, and practice.
引用
收藏
页码:803 / 828
页数:26
相关论文
共 50 条