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Title	Author(s)	Date	Summary	Organization	Link	Category	Notes	Description
Identity-Affirming Schools Need Race-Conscious Educators	Erica Buchanan-Rivera	2020	Explores the importance of race-conscious approaches in   education to foster identity-affirming spaces for students.	ASCD	https://www.ascd.org
When SEL is Used as Another Form of Policing	Cierra Kahler-Jones	2021	Examines the unintended policing effects of Social-Emotional   Learning when applied without an anti-racist lens.	Medium	https://medium.com
Casel					https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdf	article	The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.
Did You Know that SEL Emerged Because of A Black Man? The True History of SEL					https://www.lessonsforsel.com/post/did-you-know-that-sel-emerged-because-of-a-black-man-the-true-history-of-sel	article	Dr. James Comer—a name you should know. You might have heard his name in passing. You might have even read an article mentioning his name and quickly glanced over it. But why should you know about Dr. James Comer? For starters, some people consider him the godfather of social emotional learning (SEL). Oh yeah, and he’s a black man! That’s right; the godfather of social emotional learning is a black man.
Why We Can't Afford Whitewashed Social-Emotional Learning					http://www.ascd.org/publications/newsletters/education_update/apr19/vol61/num04/Why_We_Can't_Afford_Whitewashed_Social-Emotional_Learning.aspx	article	Dena Simmons offers 5 practical ways and strategies to integrate "fearless SEL," or SEL that does not shy away from critical discussions about race/identity/oppression, etc. 1. Provide students opportunities to reflect on identity and equity to build self-awareness. 2. Enhance relationship skills through debate. 3. Develop responsible decision-making skills through community-based projects. 4. Use current topics to foster social awareness. 5. Explore different expectations for self-management.
Antiracism in Social-Emotional Learning: Why It’s Not Enough to Talk the Talk					https://www.edsurge.com/news/2020-06-16-antiracism-in-social-emotional-learning-why-it-s-not-enough-to-talk-the-talk	article	This article does not offer strategies or tools but can frame the conversation around the dangers of SEL frameworks and jargon that do not consider the systemic racism our scholars experience. "When school systems use ambiguous slogans as the foundation of their social-emotional learning pedagogy, they’re adopting ineffective solutions for a problem they are in part responsible for."
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action					https://assets.aspeninstitute.org/content/uploads/2018/05/Aspen-Institute_Framing-Doc_Call-to-Action.pdf	article/resources	Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing. To accomplish this requires examining issues of race directly; this can be difficult and uncomfortable, but we cannot avoid race and let the challenges go unacknowledged and, therefore, inadequately addressed.
How to be an anti-racist educator					http://www.ascd.org/publications/newsletters/education-update/oct19/vol61/num10/How-to-Be-an-Antiracist-Educator.aspx?fbclid=IwAR1tsIowEXRl-D6K64ZU3ej8bBcGT0OuRJFr4yENJu8A0kwbAMwGhsbtJec	article	Dena Simmons addresses SEL within the larger sociopolitical context, integrating culturally responsive and SEL practices to ensure equitable student outcomes, some are excited. Too many, however, insist that there is no need to discuss equity or culturally responsive practices; their school population is mostly white. The pushback at these schools reveals an underlying discomfort with talking about race, identity, and difference in our nation's classrooms.
Social Emotional Learning and Equity					https://www.nationalequityproject.org/frameworks/social-emotional-learning-and-equity?rq=social%20emotional%20	article	The promise of social and emotional development as a lever for increasing educational equity rests on the capacity of educators to understand that all learning is social and emotional and all learning is mediated by relationships that sit in a sociopolitical, racialized context—for all children, not just those who are black and brown. Social emotional learning offers the possibility of acknowledging, addressing, and healing from the ways we have all been impacted by racism and systemic oppression and to create inclusive, liberatory learning environments in which students of color and students living in poverty experience a sense of belonging, agency to shape the content and process of their learning, and thrive.
Talking to young children about the Guiding Principles of the Black Lives Matter Movement					https://www.dcareaeducators4socialjustice.org/black-lives-matter/resources/early-childhood-elementary	article/resources	Early childhood & elementary resources for educators in discussing anti-racism, Black Lives Matter, and equity through a SEL lens.
Applying an Equity Lens to Social, Emotional, and Academic Development					https://drive.google.com/file/d/1TN7PeBRUuEVfWdrNJ4d33NQ949pqsykg/view	article	This is one of a series of briefs that addresses the need for research, practice, and policy on social and emotional learning (SEL). SEL is defined as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Guide to Schoolwide SEL: SEL & Equity					https://schoolguide.casel.org/what-is-sel/equity-and-sel/	article & rubric	SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences. This requires that SEL be implemented with an explicit goal of promoting educational equity.
A Conversation About Instructional Equity with Zaretta Hammond, Part 1					https://www.collaborativeclassroom.org/blog/a-conversation-about-instructional-equity-with-zaretta-hammond-part-1/	article/resource	SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences. This requires that SEL be implemented with the explicit goal of promoting educational equity.	Equity has become a prominent topic in conversations about education reform. The term equity itself is worth taking the time to unpack and define before entering into discussion, especially since people use it in a variety of ways, with subtle but important distinctions.
How to Develop Culturally Responsive Teaching for Distance Learning					https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning	article		The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation.
Avoiding Racial Equity Detours					http://www.edchange.org/publications/Avoiding-Racial-Equity-Detours-Gorski.pdf	article		School leaders committed to bringing racial equity must ask why educators in schools who advocate fiercely for equity often feel isolated or face repercussions, while educators who are reluctant to make change for equity are rarely challenged. Gorski, who has decades of experience working for school-based equity, says most racial equity efforts in schools are derailed by four "equity detours": pacing for privilege (the comfort of teachers threatened by equity issues is prioritized over progressing quickly); poverty of culture (racist actions and inequities connected to racism are talked about only as "cultural" issues); adopting a deficit ideology; and celebrating diversity (a focus on celebrations that help white or privileged students learn about other cultures and races without confronting racism). To avoid these detours, Gorski recommends school leaders adopt and adhere to five general principles of "equity literacy," which he discusses.
An open letter in response to Ben Hecht's Moving beyond diversity					https://medium.com/@lcvoices/an-open-letter-in-response-to-ben-hechts-moving-beyond-diversity-to-racial-equity-5c727837713a	article		An example of whitewashed statements around equity and anti-racism with little to no backing. This article highlights the dangers of approving language without fully doing the lifelong work.
Leading a nonprofit through this racial reckoning? It’s more complicated if you’re black.					https://www.chalkbeat.org/2020/7/9/21318899/leading-a-nonprofit-through-this-racial-reckoning-its-more-complicated-if-youre-black	article		When speaking out directly against injustice, our white counterparts are perceived as brave, while Black leaders see our anger weaponized. This article highlights the issues and consequences that need to be understood when Black and Brown people speak up and their white avolotionist counterparts need to understand to do their part.
Stop with Racist History: A Global Call to Teach African History					https://medium.com/@dar210/stop-with-racist-history-a-global-call-to-teach-african-history-2caa5f44ffe0	article		An article highlighting how to change generations of internalized racism; schools must teach the history of Africa and its people in a radically different way than they do now. This article highlights the reasons the change is needed immediately.
Black Superwoman Syndrome: What It Is and How Organizations Can Better Support Their Black Female Leaders					https://aheadoftheheard.org/black-superwoman-syndrome-what-it-is-and-how-organizations-can-better-support-their-black-female-leaders/	article		An intro to Black-Superwoman Syndrome and how organizations and leaders can support their Black Female colleagues.
The Subtle Linguistics of Polite White Supremacy					https://medium.com/@YawoBrown/the-subtle-linguistics-of-polite-white-supremacy-3f83c907ffff	article		Understanding what Polite White Supremacy is and better understanding how this is used to hinder anti-racism. Racism and prejudice are NOT interchangeable. Racism is the systemic oppression of one group of people who can be categorized within certain phenotypical traits over multiple generations that has been, at one point, sanctioned by a country, the majority, and/or ruling class.
Eleven Ways White America Avoids Taking Responsibility for It's Racism					https://www.salon.com/2015/06/16/11_ways_white_america_avoids_taking_responsibility_for_its_racism_partner/	article		Article on how White America avoids and weaponizes fragility
Avoiding Racial Equity Detours					https://www.ascd.org/el/articles/avoiding-racial-equity-detours	article
How to Be an Antiracist Educator					http://www.ascd.org/publications/newsletters/education-update/oct19/vol61/num10/How-to-Be-an-Antiracist-Educator.aspx?fbclid=IwAR1tsIowEXRl-D6K64ZU3ej8bBcGT0OuRJFr4yENJu8A0kwbAMwGhsbtJec	article
Classromm Resources for Discussing Racism, Policing, & Protest					https://blogs.edweek.org/teachers/teaching_now/2020/06/15_classroom_resources_for_discussing_racism_policing_and_protest.html	article/resources		This toolkit links to other organizations' resources on supporting black students' mental and emotional health, discussing the Black Lives Matter movement, and talking about anti-black racism with non-black students. And it encourages teachers to educate themselves on racism in the U.S. before broaching these topics with students.