SEL and Settler Colonialism

Sequoia leads us through grounding activities to open and close our discussion about the settler-colonial underpinnings of social and emotional learning (SEL). Together, we grapple with critical questions about how and whether SEL can truly become culturally responsive, sustaining, or revitalizing. Where do issues of cultural appropriation crop up, and how can SEL push against an expectation of eternal “self-improvement” to hold space for balance, presence, and acceptance? SEL certainly needs to learn with and from Black, Brown, and Indigenous communities if it is to promote equity. However, we end with the unresolved question of whether Black, Brown, Indigenous, and other marginalized communities necessarily need the “help” of SEL.

Participants:

Melvin Chan, BSc, MA, York University

Sequoia Dance-Leighton, MA, Washington State University

Jinan El Sabbagh, PhD, Oklahoma State University

Adishi Gupta, MA,University of British Columbia

Emma McMain, PhD, Washington State University

Tonje Molyneux, MEd, MA, University of British Columbia

Facilitator: Sequoia Dance-Leighton

Editor: Adam Engelbrecht

References:

Sun, J., Goforth, A. N., Nichols, L. M., Violante, A., Christopher, K., Howlett, R., & Graham, N. (2022). Building a space to dream: Supporting Indigenous children's survivance through community‐engaged social and emotional learning. Child Development, 93(3), 699–716. https://doi.org/10.1111/cdev.13786