Interrogating Assimilationist Education and Co-Constructing the Preservice Classroom

Session Type: Symposium

Abstract

Critical theorists posit that schooling remains an effective form of social control. Assimilationist education requires the learner to relinquish their own traditions and culture and adopt the characteristics and norms of a dominant group. In contrast, education for cultural survival promote a groups’ cultural identity (Johnson-Bailey,2006). This symposium will highlight four studies that seek to interrogate assimilationist education by addressing the perception of school personnel through critical self-reflection, and challenging containment as a current practice of SEL for young learners of color. Results of the presenters’ research assist in co-constructing a preservice space for new school personnel that promotes cultural affirmation and transformative social emotional learning.

Sub Unit

• Division E - Counseling and Human Development / Division E - Section 2: Human Development

Chair

• Cassandra McKay-Jackson, University of Illinois at Chicago

Papers

• Promoting Anti-Oppressive Practices With Students and Educators in the 21st Century - Tiffany Nelson

• Promoting Comprehensive Racial Learning Through Teaching Practices - K. Milam Brooks, University of Illinois at Chicago

• Collaborative Process in a Race-Infused Social and Emotional Learning Training for Preservice Teachers and School Social Workers - Marisha L. Humphries, University of Illinois at Chicago; Cassandra McKay-Jackson, University of Illinois at Chicago

• Perspectives of a Culturally Affirming Multidisciplinary Preservice Training in Social and Emotional Learning - Chastity Owens, University of Illinois at Chicago