Culturally Relevant Embodied and Social-Emotional Learning in Asian, African, and North American Contexts

Session Type: Symposium

Abstract

This symposium includes 4 papers that addresses why efficacious SEL programs are ones that are culturally responsive, situated, and embodied. Specifically, we draw on prior research from developmental and learning sciences including work on situated and embodied learning, as well as sociological and anthropological work. Paper 1 presents a case for why SEL needs to be culturally responsive if schools want to promote educational equity. Paper 2 uses a mixed-method approach to inform culturally-relevant SEL for Syrian refugee youth in the U.S. Papers 3 and 4 present how situated and embodied learning processes could be incorporated into social emotional learning in Japan and in South Africa, respectively, and explores what SEL could look like in Asian and South African contexts.

Sub Unit

• SIG-Social and Emotional Learning

Chair

• Jeffrey Liew, Texas A&M University

Papers

• Why Social Emotional Learning Needs to Be Culturally Responsive if Schools Want to Promote Educational Equity - Samantha Dyanne Aguilar, Texas A&M University; Jeffrey Liew, Texas A&M University

• Using Mixed-Method Data to Inform Culturally Relevant Social-Emotional Learning for Syrian Refugee Youth - Sarah Kathleen Ura, Clemson University; Ana d'Abreu, Children's Hospital of Orange County

• Social Emotional and Embodied Learning in Japanese Sociocultural Contexts - Akiko Hayashi, Keio University

• Social Emotional and Embodied Learning in South African Sociocultural Contexts - Juliet Mariam Nyanamba, Texas A&M University

Discussants

• Tracy L. Spinrad, Arizona State University

• Michael Sulik, Stanford University