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Byrd, Christy M. “The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation.” The Journal of Educational Research (Washington, D.C.) 108, no. 1 (2015): 10–21. https://doi.org/10.1080/00220671.2013.831803.

When student's perceive the curriculum to be "colorblind" (race doesn't matter). The affected student disengages and such teaching negatively affects the student's perception of competence and perception of belonging. However, when curriculum and teachers give individualism message, you can do/accomplish anything, combined with lessons exposing to other cultures, a student's perception of belonging and competence is positively affected.

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Wow. Using Paulo Freire as an foundation, she reaches higher. "Engaged pedagogy" is progressive, holistic education that includes wellness. She references Tich Nhat Hanh explaining that we, as teachers must work toward self-actualization if we are to empower students.
I am quite sure that if my elementary teachers saw this, grade school would have been far easier and perhaps I would wanted to be a bit more engaged.

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The researcher authors evaluate how neoliberal colleges complicate critical-feminism pedagogy. The researchers’ lens is critical pedagogy, and critical feminism citing Freire Hooks, and Debois.
I have recently been exposed to the "freedom dreaming" of Freire and Hooks. I am inspired.

This study concludes that neo liberal college creates problems for critical feminist pedagogy  in numerous ways including class set up, standard master planned courses and use of student evaluations in tenure and promotional decisions.
It interesting to consider how "neutral" may reinforce the status quo and allow for inequality.

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Busse et al. - 2021 - How the “neutral” university makes critical femini

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This professor shared her curriculum design for an art, activism and justice class.
I support teaching art with other goals. Although creating art and teaching others the ability to create, is clearly magical and sufficient. I love the potential for art to be part of fugitive pedagogy. It seems that the student can create something meaningful that is not necessarily apparent to those the student is unwilling to share. It allow for spontaneous conversation between the teacher and student allowing for Freireian inspired pedagogy. The student can explore hers/his identity and critical awareness through art. The art, can be the social action allowing for further student reflection and continual circle creating further critical awareness. The sharing of individual, the making visible the invisible also can have affects on the viewer allowing for humanizing the student and the viewer.

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Math textbooks rejected as book banning gains favor

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Math textbooks rejected as book banning gains favor

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Entire educational philosophies attacked. What is the motivation. What happens when we limit information in the educational system. National Public Radio analyze the motivations as only NPR can do.

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Between fights over mask mandates and new legislation dictating how history should be taught, schools have become a battleground for America's culture wars. Recently,the Florida Department of Education announced that it was rejecting dozens of math textbooks because they incorporated "prohibited topics" or "unsolicited strategies," such as critical race theory.

New York Times national correspondent Dana Goldstein says Florida officials have given little evidence to back up these claims. Goldstein and her colleague Stephanie Saul reviewed 21 of the rejected math textbooks and found very little mention of race. Instead, Goldstein theorizes the objections related to the inclusion of topics concerning social-emotional learning.

Goldstein says the rejected textbooks addressed social-emotional learning in a variety of ways. "Some of them were quite awkward," she says. "There was one fifth grade math textbook from McGraw-Hill that had sort of a simple fractions question, and then right underneath it said, 'How do you understand your feelings?'"

Other social-emotional lessons were more seamlessly integrated. One high school textbook asked students to rate from 1 t0 4 how much they struggled with a concept. Another included cartoon figures encouraging students to ask a friend how they solved a problem.

"And then there were lots of references to this idea of grit, this idea of perseverance, and reminders to children that math is hard and they should keep going to find the answer," Goldstein says.

The goal of social-emotional learning is to provide kids with a set of skills that they can draw on when they face challenges later in life, Goldstein explains. But, she notes, some conservatives see it as something that opens the door to larger discussions about race, gender and sexuality.

Florida Gov. Ron DeSantis recently signed what critics have dubbed a "Don't Say Gay" bill, which prohibits school personnel from discussing sexual orientation or gender identity in kindergarten through third grade. He also signed the so-called " Stop W.O.K.E. Act," which proponents say wasdesigned to prevent both students and employees of private companies from feeling discomfort or personal guilt because of historical wrongs that have to do with race, gender or national origin.

Ultimately, Goldsteinsays, the convergence of politics and education is nothing new: "I'm the author of a history book about fights and debates about education since the 19th century till today, and one of the themes I draw out in my book is that there are always these moral panics over what goes on in schools, and we are definitely in a moment like that right now."

But, she adds, our current battles over education are coming at a particularly critical time, when many kids have lost a year and a half of in-person schooling due to the pandemic.

"Instead of coming back with a huge focus on getting kids up to par emotionally [and] academically, and bringing parents in as a support for kids who have lived through a lot the past two years, instead, we're seeing this huge focus in many communities on these culture war issues," she says. "It does call into question, for me, whether the classroom is just another front in this deeply divided and partisan political reality that we're all living through."

Interview highlights
On how right-wing activist Chris Rufo has made social-emotional learning a flashpoint for conservatives
Rufo ... has been instrumental in sort of putting out the idea that any discussion of racial inequity is, in fact, "critical race theory." Sort of introducing that terminology to conservative media and then, you know, pushing these laws that a third of states have passed, limiting how race, gender and sexuality are taught. ... From the critical race theory conversation, he then moved on to [a] LGBTQ set of issues and creating a real movement there to limit how those are talked about. ...

Mr. Rufo stated to me that while social-emotional learning "sounds positive and uncontroversial in theory, in practice, SEL serves as a delivery mechanism for radical pedagogy, such as critical race theory and gender deconstructionism." He continued to say that the intention of SEL is to "soften children at an emotional level, reinterpret their normative behavior as an expression of repression, whiteness or internalized racism, and then rewire their behavior according to the dictates of left-wing ideology."

I think one thing that really jumped out at me here was his notion that it would "soften children" to, you know, talk about their feelings and to encounter this social emotional learning content at school. A few people responded to my reporting on this saying like, this sounds really misogynist. Like it's almost it's too touchy-feely or too feminine for kids to talk about their feelings. But there's also an even more nefarious reading of this, you know, this idea of progressives or teachers as "groomers," which is circulating very widely in right-wing social media right now. The idea that somehow by talking about these different subjects and school teachers are sort of actively almost converting kids to gayness or to transgenderism.
On how many states in the U.S. choose their own textbooks
It's fewer than half that, at the state level, reject or accept textbooks for use. But Florida is one of the three big states that does do a process like this of accepting or rejecting textbooks at the state level. The other two are California and Texas. These three states really have a huge influence on what kids will see in textbooks, because the big publishers ... really want these states to approve their books so that they get out to more kids and more districts buy the books.
On how one rejected Florida math textbook addressed racial inequity
There's a lot of research showing that math anxiety is very real and that girls and kids of color feel it more than white males do. And another way that this is addressed was one of the few places where we did see race in the books. One high school math textbook had these mini biographies of mathematicians and all but one of them were of mathematicians through history who were women or nonwhite. Obviously, probably the majority of mathematicians through history were white men, so that was clearly a very purposeful decision, I think, to show kids that might have more anxiety about math, that, hey, this could be a career for you. Although that is in no sense critical race theory, as theorists would understand the term, I have seen throughout the country that any time that sort of white male achievement is underplayed in the curriculum, it can become a target of this movement.
On comparing a textbook used in California to an edition used in Texas
Just to talk about LGBTQ issues for a moment, the Texas textbooks do reference them in a few places, mostly in regard to contemporary debates over something like marriage equality. That is totally different than what you will see in California, which passed a law in 2011 that actually required schools to teach the contributions of LGBTQ Americans throughout history. In response to that 2011 law, the big publishing companies created thousands of words of new historical material on LGBTQ issues all throughout American history. So if you pick up a California book, you will learn about non-binary gender identities among Native American tribes in the 19th century. You will learn about same-sex families living as enslaved people. None of this would be covered in a Texas textbook. Perhaps most controversially, in California, you will learn about early gender reassignment surgeries in the 1950s. It's simply inconceivable that the state of Texas would ask publishers to include something like that in books. ...

The book looks the same, the cover's the same, the title's the same, the author is the same, but you turn the pages and you find these small differences, a paragraph here or there, but they can really give a really different view.
On Florida's Parental Rights in Education Law (which critics call a "Don't Say Gay" law), requiring parents to be notified if students go to mental or physical health services
Quite a lot of it is an attack on counseling services or social-emotional services that may be provided by schools. It requires schools to do this new bureaucratic thing, which is to create a list of all of the mental health or physical health services that are available on campus and provide that to parents and let them opt out of any element of it. And it also requires schools to immediately notify parents if students come to them for mental or physical health services. Again, it's very broadly and vaguely written. ...

The intention of those that wrote the bill would be to allow parents to object to schools affirming children's gender identity. So, for example, if a child who is assigned female at birth goes to a counselor and says, "I'm not sure I want to use she/her pronouns anymore. I want to maybe dress a little bit differently," the national standards of the counseling profession in the United States is to affirm that these are normal questions to have for that child. And if the child would prefer different pronouns, to use different pronouns, and to explore having the child dress in a way that feels right to that child.

Now, what those that wrote this bill would like to see happen is that immediately upon a kid raising any issue like this, parents would be immediately brought into the discussion, and it would be parents who would be allowed to drive what the response would be. So if mom or dad feel that, no, the message here is you're a girl, you're born a girl, you will always be a girl, and we are not affirming this questioning for you, that would be what the counselor would do and what the school would do. That is the intention here. But there is nothing in the bill limiting this parental control over counseling to gender issues. And I think that's really important to point out.

On the "Stop W.O.K.E. Act," (Stop the Wrongs to Our Kids and Employees) which Florida Gov. Ron DeSantis just signed into law
On how the "Stop W.O.K.E. Act" makes it difficult to connect history to current events
This is an act that's supposed to prevent both students and employees of private companies from feeling discomfort or personal guilt because of historical wrongs that have to do with race, gender or national origin. And what it says is that that type of instruction or diversity training in workplaces cannot occur. ...

So discussions of white privilege, the idea that all white people, even those that may suffer from other forms of discrimination in their own lives, carry some privilege due to their skin color. That would certainly seem to be off limits by the way this bill has been written. Diversity trainings, which are popular in corporate workplaces and also popular at many schools, would not be allowed here.

Learning history can be very difficult, very emotional, and can bring up very hard discussions and personal feelings. And so it seems very difficult for a teacher to broach some of these topics in their classroom while guaranteeing that students would not feel those feelings.
On how educators are responding to the debate over what they can teach
I will say that the bill does include language guaranteeing the right to bring up those subjects that you just mentioned, such as slavery or segregation or discrimination against women throughout history. But I think what it really is taking a target on is tying those historical topics to the present day, and specifically the framework that we are still living with the historical impacts of those discriminations, and we can still see that discrimination around us in various ways. That's the through line that is really targeted here.

Take the issue of segregation, for example. You'd have to be blind in America of 2022 to think that school segregation is over, or housing segregation, in which we have neighborhoods that are predominantly Black or predominantly white or predominantly Latino, is not here. Obviously, we are still living with the results of our history. And so it does seem to be that the purpose here is to not talk about that, to pull a shroud over the fact that history is not just in the past, but something that we live with today.

In some of the more conservative communities, where these fights have been really heated over the past year or so,teachers are really scared to speak out. It's not uncommon for me to come across a teacher who is commenting anonymously on some of these controversies, but who hesitates to speak out with their name attached. But you do see teachers who are brave, who go to the microphone at board meetings and who do speak to the press about why they disagree with these attempts to control what they do in the classroom.

I think there's no doubt that it's a scary time to broach subjects from American history, subjects from contemporary American life, or that are in the news in the classroom. I very often talk to teachers who hesitate to talk with their students about something like the Jan. 6 insurrection in the halls of Congress or talk about who won the 2020 presidential election because they know that it's just a super-charged issue in their communities.

Amy Salit and Thea Chaloner produced and edited the audio of this interview. Bridget Bentz, Molly Seavy-Nesper and Nicole Cohen adapted it for the web.

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How social-emotional learning became a target for Ron DeSantis and conservatives

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Between fights over mask mandates and new legislation dictating how history should be taught, schools have become a battleground for America's culture wars. Recently,the Florida Department of Education announced that it was rejecting dozens of math textbooks because they incorporated "prohibited topics" or "unsolicited strategies," such as critical race theory.

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I have been considering the legal implications of this law, the motivations of the lawmakers, and its ultimate effect on Art Education.

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Public school teachers in Florida are banned from holding classroom instruction about sexual orientation or gender identity after Florida's Gov. Ron DeSantis, a Republican, signed the controversial "Parental Rights in Education" bill.

The bill, which some opponents have called "Don't Say Gay," was signed by DeSantis on Monday. It reads, "Classroom instruction by school personnel or third parties on sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age-appropriate or developmentally appropriate for students in accordance with state standards."

Supporters of the legislation say it's meant to allow parents to determine when and in what way to introduce LGBTQ topics to their children. It also gives parents an option to sue a school district if the policy is violated.

During a press conference ahead of signing the law, DeSantis said teaching kindergarten-aged kids that "they can be whatever they want to be" was "inappropriate" for children.

He said, "It's not something that's appropriate for any place, but especially not in Florida."

The "Don't Say Gay" moniker comes from critics of the measure who blast this idea and insist this policy will hurt LGBTQ children.

DeSantis and other supporters gathered for the bill signing called this messaging "sloganeering" and referred to efforts to educate students about LGBTQ issues as part of "woke gender ideology."

DeSantis remains defiant in the face of criticism

Studies have shown that LGBTQ youth already face higher health and suicide risks than their cisgender or straight peers. When those kids are given access to spaces that affirm their gender identity, they report lower rates of suicide attempts, according to The Trevor Project.

The Trevor Project condemned the signing of the bill saying the bill erases "LGBTQ identity, history, and culture - as well as LGBTQ students themselves."

The group also critiqued the policy's parental notification requirements. The law requires parents to be the first to be notified of any health or support services offered to their kids in school and allows them the chance to deny those services on behalf of their children.

The Trevor Project says these provisions, "appear to undermine LGBTQ support in schools and include vague parental notification requirements, which could effectively require teachers to 'out' LGBTQ students to their legal guardians without their consent, regardless of whether they are supportive."

Amit Paley, CEO & Executive Director of The Trevor Project, said in a statement that, "While I am saddened to see this harmful bill signed into law, I am inspired by the outpouring of support for LGBTQ students we have seen from parents, teachers, celebrities, and their peers. Social support is vital for suicide prevention, and I want to remind LGBTQ youth in Florida and across the country that you are not alone."

Leading up to the bill's signing, critics, which include The Walt Disney Company, lambasted Florida lawmakers for the legislation.

On Monday, a spokesperson said in a statement that the company hopes the law is repealed or struck down in court.

"Florida's HB 1557, also known as the 'Don't Say Gay' bill, should never have passed and should never have been signed into law," the statement read. "Our goal as a company is for this law to be repealed by the legislature or struck down in the courts, and we remain committed to supporting the national and state organizations working to achieve that."

But DeSantis was defiant in the face of critics, "I don't care what Hollywood says. I don't care what big corporations say. Here I stand. I am not backing down." The law takes effect July 1.

The legislation was also the target of jokes at Sunday night's Academy Awards ceremony.

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Florida's governor signs controversial law opponents dubbed 'Don't Say Gay'

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The law says public school teachers may not instruct on sexual orientation or gender identity in grades kindergarten through third grade.

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Make the invisible, visible and look to the edges of the visible.

The article gives practical ideas to help students create social change. I love how it emphasizes focusing on the individual artist so that the artist can effectuate change.

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Educating for Social Change Through Art_ A Personal Reckoning_ This interface is going away!

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Art Education and the principles of social construction

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Art Education and the principles of social construction

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© Florida State University
Tallahassee, FL 32306

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© Florida State University Tallahassee, FL 32306

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© Florida State University
Tallahassee, FL 32306

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© Florida State University Tallahassee, FL 32306

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Season 2, Episode 6: If we are not careful, memories die...or are stolen
In this episode, edna bonhomme and Skye Tinevimbo Chirape discuss Decolonising Forensic Psychology, migration, and decolonial research practices especially as it relates to the United Kingdom, South Africa, and Zimbabwe.

Transcriptions for all episodes are available upon request.

Skye Tinevimbo Chirape
Skye is a Forensic Psychology scholar and doctorate candidate at the University of Cape Town (UCT), South Africa. Her research, provisionally titled, "The Hare and the Baboon: Human (In)Security, migration and victimisation of African LGBT asylum seekers in the context of the UK asylum interview process" investigates broader issues around structural violence and the ongoing conversation on the politics of migration and borders of gender and sexuality. It specifically centres African LGBT persons seeking asylum in the UK. Skye is also a part-time lecturer (teaching post-graduate Political Psychology) and a member of, the hub for decolonial feminist Psychologies in Africa at UCT. Skye's visual activism has continued to centre migration, gender & sexuality, trauma, structural violence, gendered violence and decolonial feminist psychology. In the recent years Skye's academic and community work has focused on the conversation of trauma, decolonising work on trauma, healing / healing justice, collective healing and holding space within Black LGBTIQ+ communities and movements. Skye's MSc in Forensic research "He was treated like a criminal," evaluated the impact of detention related trauma on LGBTI refugees and has been presented at universities in London, New York, Amsterdam, and Berlin and, was published in 2018.

In the past, Skye has worked for the UK criminal justice system specialised in sexual offenders and Intimate partner violence / homicide. Often in collaborating with other artists and organisations, she has used visual art / activism to examine geopolitical issues, drawing from personal / lived experiences. Skye has curated exhibitions in London, taken part in the 10th Berlin Biennale, and participated in an exchange with the British artist Emma McGarry, at theTate Modern gallery. In 2018, Skye appeared on the cover of Diva Magazine; in 2014, on the cover of Complexd woman magazine and was nominated for a BEFFTA award in 2010. In 2014, Skye was identified as one of 15 British-based womxn campaigners making changes in the world and was published in the book, Here We Stand: Women Changing the World.

Chirape, S. R. T. (2018). "'He was treated like a criminal': Evaluating the impact of detention related trauma on LGBTI refugees." In The Colour of Madness. Stirling Publishing, edited by S. Linton and R. Walcott.

Chirape, S. R. T. (2015). "Trauma: Not just for the victims, a review. Convenor: Lorraine Perry." The Forensic Update no. 119.

Skyetshookii[1], S. (2017). "Hidden in the Open: Zanele Muholi's Body of Photographic Work, 'Somnyama Ngonyama, Hail the Dark Lioness'," in Zanele Muholi: Somnyama Ngonyama, Hail the Dark Lioness, exhibition catalogue edited by Renee Mussai.

Chirape, S. R. T. (2014). "The Freedom of Others" In Here We Stand: Women Changing the World, edited by Helena Earnshaw and Angharad Penrhyn Jones.

Chirape, S. R. T. (2014). "The Ritual Communication of (Black Queer) Bodies,"Ladybeard (The Sex Issue).

Skyetshookii, S. (2014). "Transgender Day of Remembrance: An Artist View, " Commonwealth Writers Blog.

Groups mentioned in this episode

edna bonhomme

EDITING / POST-PRODUCTION

edna bonhomme

IMAGE CREDIT

-(Left): featuring Skye sitting down, a collaboration between Cloudy Moroni & Skye Skyetshookii (2014)

-(Right): a person lowering their knickers is from an exhibition that Skye co-curated with Priscillar Gurupira and the image belongs to a Zimbabwean artist, Nancy Mteki.

MattiaGiovanetti (477877, Attribution License, Creative Commons), NALALIONGIRL (442612, Attribution License, Creative Commons), X3nus (450539, Attribution License, Creative Commons), zagi2 ( 265251, Attribution License, Creative Commons)

Season 2, Episode 6: If we are not careful, memories die...or are stolen
In this episode, edna bonhomme and Skye Tinevimbo Chirape discuss Decolonising Forensic Psychology, migration, and decolonial research practices especially as it relates to the United Kingdom, South Africa, and Zimbabwe.

Transcriptions for all episodes are available upon request.

Skye Tinevimbo Chirape
Skye is a Forensic Psychology scholar and doctorate candidate at the University of Cape Town (UCT), South Africa. Her research, provisionally titled, "The Hare and the Baboon: Human (In)Security, migration and victimisation of African LGBT asylum seekers in the context of the UK asylum interview process" investigates broader issues around structural violence and the ongoing conversation on the politics of migration and borders of gender and sexuality. It specifically centres African LGBT persons seeking asylum in the UK. Skye is also a part-time lecturer (teaching post-graduate Political Psychology) and a member of, the hub for decolonial feminist Psychologies in Africa at UCT. Skye's visual activism has continued to centre migration, gender & sexuality, trauma, structural violence, gendered violence and decolonial feminist psychology. In the recent years Skye's academic and community work has focused on the conversation of trauma, decolonising work on trauma, healing / healing justice, collective healing and holding space within Black LGBTIQ+ communities and movements. Skye's MSc in Forensic research "He was treated like a criminal," evaluated the impact of detention related trauma on LGBTI refugees and has been presented at universities in London, New York, Amsterdam, and Berlin and, was published in 2018.

In the past, Skye has worked for the UK criminal justice system specialised in sexual offenders and Intimate partner violence / homicide. Often in collaborating with other artists and organisations, she has used visual art / activism to examine geopolitical issues, drawing from personal / lived experiences. Skye has curated exhibitions in London, taken part in the 10th Berlin Biennale, and participated in an exchange with the British artist Emma McGarry, at theTate Modern gallery. In 2018, Skye appeared on the cover of Diva Magazine; in 2014, on the cover of Complexd woman magazine and was nominated for a BEFFTA award in 2010. In 2014, Skye was identified as one of 15 British-based womxn campaigners making changes in the world and was published in the book, Here We Stand: Women Changing the World.

Chirape, S. R. T. (2018). "'He was treated like a criminal': Evaluating the impact of detention related trauma on LGBTI refugees." In The Colour of Madness. Stirling Publishing, edited by S. Linton and R. Walcott.

Chirape, S. R. T. (2015). "Trauma: Not just for the victims, a review. Convenor: Lorraine Perry." The Forensic Update no. 119.

Skyetshookii[1], S. (2017). "Hidden in the Open: Zanele Muholi's Body of Photographic Work, 'Somnyama Ngonyama, Hail the Dark Lioness'," in Zanele Muholi: Somnyama Ngonyama, Hail the Dark Lioness, exhibition catalogue edited by Renee Mussai.

Chirape, S. R. T. (2014). "The Freedom of Others" In Here We Stand: Women Changing the World, edited by Helena Earnshaw and Angharad Penrhyn Jones.

Chirape, S. R. T. (2014). "The Ritual Communication of (Black Queer) Bodies,"Ladybeard (The Sex Issue).

Skyetshookii, S. (2014). "Transgender Day of Remembrance: An Artist View, " Commonwealth Writers Blog.

Groups mentioned in this episode

edna bonhomme

EDITING / POST-PRODUCTION

edna bonhomme

IMAGE CREDIT

-(Left): featuring Skye sitting down, a collaboration between Cloudy Moroni & Skye Skyetshookii (2014)

-(Right): a person lowering their knickers is from an exhibition that Skye co-curated with Priscillar Gurupira and the image belongs to a Zimbabwean artist, Nancy Mteki.

MattiaGiovanetti (477877, Attribution License, Creative Commons), NALALIONGIRL (442612, Attribution License, Creative Commons), X3nus (450539, Attribution License, Creative Commons), zagi2 ( 265251, Attribution License, Creative Commons)

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Season 2, Episode 6: If we are not careful, memories die...or are stolen - Decolonization in Action

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Season 2, Episode 6: If we are not careful, memories die...or are stolen In this episode, edna bonhomme and Skye Tinevimbo Chirape discuss Decolonising Forensic Psychology, migration, and decolonial research practices especially as it relates to the United Kingdom, South Africa, and Zimbabwe. Transcriptions for all episodes are available upon request.

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This the text of the recently passed Florida Law. Specifically, "curriculum many not be used to indoctrinate or persuade students to a particular point of view inconsistent with principles" enumerated by law.
Another section states that teaching such "virtues" as hard work, merit, excellence, neutrality, racial colorblindness are racist can be actionable for race discrimination.

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There is increasing attention to the field of social-emotional learning (SEL) that promotes teaching emotional and social skills to students by design and intention. However, in the SEL model, social and emotional learning are often bi-furcated or compartmentalized as unique skill sets. Social-emotional learning suggests that social skills and emotional management are parallel processes. Positive psychology proposes a more fluid view.

Emotional literacy is central and essential to social mastery.

Embedded at the core of positive psychology, and emotional learning, are the three R's of emotional literacy: Regulation, Reconstruction, and .

To regulate emotion, students learn the ability to flip a negative emotion to positive emotion like they flip a baseball card. The ability to muster emotionally strong and positive responses involves the reconstruction of negative emotion. Students learn to deconstruct negative feelings so that a positive feeling emerges. When students are able to balance conflicting and competing emotions, they become emotionally stronger: more calm, capable, and resilient.

Emotionally competent and mature students are the ones who make and keep friends easily. Emotional engagement with strength builds capacity for caring and positive relationships, commitment to interpersonal contributions that are inherently satisfying to self and others, and a personal sense of accomplishment that supports the closed cycle of emotional regulation.

Teaching the 3 R's of emotional learning explicitly teaches children how to find the golden mean. Many philosophers have written about the "golden mean." I describe the phenomena in my recent book:

"The golden mean is the balance of extremes. The golden mean is the equilibrium found in the ecology of science, the harmony of music, the mindfulness of measure, the balance of nature, and the ebb and the flow of life. The golden mean is the symmetry of well- being."

The golden mean requires the brain-based skill of self-regulation of feelings: the awareness, identification, and moderation of emotion. Students are taught that emotional reaction is a choice and practice making a balanced choice. Positive psychology suggests that in the regulation of emotion, students build and reinforce neuronal pathways of more habitual strengths-based emotional responses such as resilience or the ability to persist in spite of adversity.

In other words, finding the golden mean creates a "golden self" (Aristotle) that uses emotional strength to defer impulse, make and keep friends, work in groups, resolve conflict, and help others. In other words, positive social relationships unfold, and positive social skills are deployed, as a result of expert emotional management.

To help teachers teach the golden mean, in my book I present a Positive Psychology Teaching Taxonomy derived from seven core feelings. Teachers learn to guide students from emotional regulation to engagement with consistent use of emotional strength. The emotional strength is activated to initiate and maintain strength-based relationships, assure meaningful support of self and others, and motivate personal accomplishment. One example:
+Emotion Engagement Relationship Meaning Accomplish
Feel Kind Empathy Forgiveness Tolerance Cooperation

------------

How do you teach the three R's of emotional learning in your classroom? Do you explicitly teach regulation? Reconstruction? Resiliency? Do you use techniques such as mediation of visualization? Do you create emotional learning centers? Do you role-play or read nonfiction readings with characters who regulate, reconstruct, and act in resilient ways? Do you differentiate emotional and social skills? Do you teach them conjointly? Do social skills flow from emotional skills? Another way to conceptualize the relationship is to consider that interpersonal mastery fosters intrapersonal mastery, and these are both conceived on an emotional continuum of mutual reciprocity.
My book, Positive Psychology in the Elementary School Classroom, is intended to help teachers use affective neuroscience to build positive psychology classrooms.

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There is increasing attention to the field of social-emotional learning (SEL) that promotes teaching emotional and social skills to students by design and intention. However, in the SEL model, social and emotional learning are often bi-furcated or compartmentalized as unique skill sets. Social-emotional learning suggests that social skills and emotional management are parallel processes.

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https://www.researchgate.net/publication/265675375_Creative_Arts_Culture_and_Healing_Building_an_Evidence_Base_1

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This literature review looks at CRT and how it applied to schools. I am interested in how the new law will further silence teachers and ways to counteract through art education. Multi narrative seems to have some effectiveness to counteract color blindness that the legislature seems desirous to implement.

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© Florida State University
Tallahassee, FL 32306