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Book part
Publication date: 23 September 2020

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Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-460-6

Book part
Publication date: 25 November 2021

Kamilah B. Legette, Elan C. Hope, Johari Harris and Charity Brown Griffin

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies…

Abstract

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

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Progress in Psychobiology and Physiological Psychology
Type: Book
ISBN: 978-0-12-542118-8

Book part
Publication date: 23 September 2020

Vimbi Petrus Mahlangu

The chapter focuses on humanizing higher education by infusing ethical leadership in the curriculum to improve the public service. Its design is qualitative in nature and…

Abstract

The chapter focuses on humanizing higher education by infusing ethical leadership in the curriculum to improve the public service. Its design is qualitative in nature and literature reviews and document analysis were employed in compiling the chapter. It followed an interpretive paradigm and used Kolb’s Experiential Learning Theory as a lens in understanding humanizing education in higher education. Nowadays ethical leadership is of paramount importance in higher education and in the public service. Ethical leadership should be based on the moral person and on the moral manager. The moral person component focuses on desirable personal qualities of leaders such as being perceived as honest, fair and trustworthy. The moral manager focuses on the leader and uses transactional efforts such as rewards and punishments to reinforce desired behaviors. Soft skills are very important in higher education and should be transferred through coursework. Students need to be supported in all aspects of education including the academic, emotional and social demands in higher education.

Details

Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-460-6

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Book part
Publication date: 28 January 2003

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Progress in Psychobiology and Physiological Psychology
Type: Book
ISBN: 978-0-12-542118-8

Book part
Publication date: 23 November 2017

Sarah M. Corse

In this paper, I look at one of the most archetypal of children’s stories, that of Noah and the flood, to understand the classificatory schema it presents.

Abstract

Purpose

In this paper, I look at one of the most archetypal of children’s stories, that of Noah and the flood, to understand the classificatory schema it presents.

Methodology/approach

Drawing on an analysis of 47 children’s picture books based on the biblical story, including those held in the historical archive of the Cotsen Children’s Library at Princeton, I show that the single most consistent frame for the story is the trope of “two by two”, referencing both the animals and people in the story. The books in the sample, intended for children aged 4–10 years, were published between 1905 and 2006, and are between 14 and 60 pages long.

Findings

The repeated emphasis on mated pairs, one male and one female, serves to reproduce the twinned categories of gender and heterosexuality in an overtly “natural” fashion that ties the animal bodies to human social divisions. These constitutive categories of social division – gender and heterosexuality – then become central schemas for organizing people and experience. I draw on Martin (2000) arguing that children encounter picture books before they have had experience in actual social life. Therefore, the books help instill these primary categorization schemas in children, creating the social groupings and relations among them that order their worlds.

Originality/value

The argument makes a strongly causal role for culture and argues that the impact/importance of the content of children’s books may be subordinate to the role they play in helping establish classificatory schema that help construct children’s understandings of the social world.

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Gender, Sex, and Sexuality Among Contemporary Youth
Type: Book
ISBN: 978-1-78714-613-6

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