Teachers’ Social Emotional Learning (SEL) Literacy Practices for Afghan Diasporic Students in Multilingual/Multicultural Classroom Settings

• In Event: Bridging Classrooms and Transnational Miltilingual Literacy Practices

Abstract

Despite refugee-background students’ distinctive language, family, and cultural backgrounds, SEL approaches in U.S. schools often fail to reflect their social-emotional skills. This qualitative study, grounded in decolonial thinking and diasporic citizenship, examines how ELD teachers’ SEL literacy practices for the minoritized diasporic students engage with imperial power and decolonization. Findings highlight teachers decolonial SEL literacy practices that challenge cultural assimilation and sustain diasporic students’ evolving cultural practices while also revealing limitations in addressing imperial nationalism.

Author

• Hannah Kim, University of Colorado Boulder