No need to respond- I usually do a Critical Issues and Trends in Research, Special Education and Disability Seminar- the intersectionality principle is taking us into all different areas that I honestly am still trying to figure out- so maybe we do so together. I usually cover the main issues that are hitting us- one of those is critical theory- where it comes from, areas it makes sense- and areas that it really doesn’t- but it is applied in all fields now- not just CRT or Critical Legal Studies, or comes to us in the form of Critical Disability Studies- this one is making its rounds from the Journal of Marriage and Counseling from Critical Feminism for example and overlaps with families of those with disabilities- especially those from CLD backgrounds if the principle or logic of intersectionality is followed as I understand it. Remember- you have to flip the switch and become scholars- which means interacting with all kinds of subject matter and trying to make sense of it- what is valid and what is not…MDB Theorizing White heteropatriarchal supremacy, marriage fundamentalism, and the mechanisms that maintain family inequality https://onlinelibrary.wiley.com/doi/full/10.1111/jomf.12971 In this article, I draw upon critical feminist and intersectional frameworks to delineate an overarching orientation to structural oppression and unequal power relations that advantages White heteropatriarchal nuclear families (WHNFs) and marginalizes others as a function of family structure and relationship status. Specifically, I theorize that marriage fundamentalism, like structural racism, is a key structuring element of White heteropatriarchal supremacy. Marriage fundamentalism can be understood as an ideological and cultural phenomenon, where adherents espouse the superiority of the two-parent married family. But it is also a hidden or unacknowledged structural mechanism of White heteropatriarchal family supremacy that is essential to the reproduction and maintenance of family inequality in the United States. Through several examples, I demonstrate how—since colonization—marriage fundamentalism has been instantiated through laws, policies, and practices to unduly advantage WHNFs while simultaneously marginalizing Black, Indigenous, immigrant, mother-headed, and lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) families, among others. I conclude with a call for family scientists to further interrogate how marriage fundamentalism reproduces family inequality in American family life and to work toward its dismantling. A deeper understanding of how these complex and often covert mechanisms of structural oppression operate in family life is needed to disrupt these mechanisms and advance family equality and justice. From: Diana Infante-De Leon <diana.infantedeleon(a)gmail.com&gt; Date: Monday, March 18, 2024 at 4:08 PM To: Perrott, Lisa J <lbperrott(a)tamu.edu&gt; Cc: Burke, Mack <Mack_Burke(a)baylor.edu&gt;, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu&gt;, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu&gt; Subject: Re: [Project.diverse] Re: SEL issues at CEC Dr. Burke, First, I would be happy to serve/chair the engagement committee, I am an excellent event planner! Second, Thank you for sharing information and your perspective on the challenges facing Social Emotional Learning (SEL) amidst political polarization and the allegations made by some critics about its potential ties to CRT. The "Trojan Horse" theory in one article was particularly disturbing to read, especially since I serve on my District/Campus SEL committee and I know the carefully crafted lessons we create and the evidence-based practices we align to them. The need for SEL to remain politically neutral, grounded in empirical evidence, and mindful of potential unintended consequences is crucial. As educators and researchers, we must think critically about the practices we promote, ensure they are developmentally appropriate, and perhaps incorporate elements of cognitive-behavioral therapy to mitigate risks. I look forward to continuing this conversation and collaborating to navigate these complex challenges. Diane On Mon, Mar 18, 2024 at 3:39 PM Perrott, Lisa J <lbperrott@tamu.edu<mailto:lbperrott@tamu.edu>> wrote: Thanks Dr. Burke - definitely important considerations for us to discuss. Lisa Bowman-Perrott, Ph.D. Associate Professor Haynes Faculty Fellow Department of Educational Psychology Special Education Division Texas A&M University College Station, TX 77843-4225 (979) 862-3879 (office) (979) 862-1256 (fax) ________________________________ From: Burke, Mack <Mack_Burke@baylor.edu<mailto:Mack_Burke@baylor.edu>> Sent: Sunday, March 17, 2024 11:15 AM To: project.diverse@lists.it.utsa.edu<mailto:project.diverse@lists.it.utsa.edu> <project.diverse@lists.it.utsa.edu<mailto:project.diverse@lists.it.utsa.edu>>; project.leer@lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer@lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>> Subject: [Project.diverse] SEL issues at CEC Thanks to everyone that turned out for CEC- we will try to do more to pull everyone together more often- maybe we need a social event/connect/engage committee…😊 I was trying to figure out what the SEL issues at the conference people ZjQcmQRYFpfptBannerStart This Message Is From an External Sender This message came from outside your organization. ZjQcmQRYFpfptBannerEnd Thanks to everyone that turned out for CEC- we will try to do more to pull everyone together more often- maybe we need a social event/connect/engage committee…😊 I was trying to figure out what the SEL issues at the conference people were talking about since I have supported SEL and even framed several studies around it in the past- was surprised to hear that one…and was flipping through the internet headlines- https://www.apa.org/monitor/2023/09/social-emotional-learning-under-fire&... https://www.npr.org/2022/09/26/1124082878/how-social-emotional-learning-b... https://www.usatoday.com/story/news/education/2023/03/27/desantis-adminis... https://www.washingtonpost.com/education/2022/03/28/social-emotional-lear... All makes for interesting conversations- and you have other contrasts on it: https://www.the74million.org/article/social-emotional-learning-racial-rec... https://www.ascd.org/el/articles/why-sel-alone-isnt-enough<https://url... https://www.edsurge.com/news/2021-02-17-citing-racism-and-years-of-bullyi... https://www.clasp.org/blog/unfounded-outrage-over-critical-race-theory-ri... https://nypost.com/2021/09/15/virginia-teacher-says-making-kids-behave-is... https://wisconsindailystar.com/news/national/virginia-teacher-says-positi... Just a small sampling really…and doesn’t include the academic literature- there is an internal conflict at Yale for some time where SEL mostly comes out of to indeed to tie SEL from being politically neutral and science based to jumping on the CRT bandwagon to avoid the withering criticism and shaming out of the activist wing- in doing so- it does politicize it- as CRT driven policies and practices is about forcing people often to take sides- that part of the ideology it comes out of is baked in- which is explicitly activist based and proponents often take anti-empirical positions. Which is much of my issue with it- we are having this same issue with PBIS. And the push back against it as a driver for public policy is not so nuanced- throws the baby out with the bathwater. It is a nuanced conversation in a time in education and public policy that doesn’t do nuance. One of the empirical concerns I actually have now over SEL is that if done poorly- might lead to intragenic effects. Intragenic being defined as when the person providing care does harm...sometimes inadvertently or as an unintended consequence. Those that have been around a while remember it was a problem that surfaced with drug prevention programs like DARE- that introducing the ideas too young developmentally had the oppositive effect and increased drug use. In this case- it is the promotion of emotional reasoning if the other parts like self-regulation aren’t taught well that is a problem- emotional reasoning is a cognitive error or distortion in cognitive behavioral therapy and can lead to attribution bias around interpretation of a triggering event and based on the attribution you give to it- in that the event is often misinterpreted in the least charitable way possible. In CBT- we focus on self-questioning- basically fact checking the event before acting. In EBD we talk about it in terms of social information processing problems- so think of the somewhat disagreeable student in the hall way that gets bumped and wants to start a fight thinking it was on purpose- when- well- it might have just been an accidental bump- see the same thing in bars and nightclubs by the way…my misspent 20s. Add another thing to the list for all of you to help us figure out and think clearly about…MDB _______________________________________________ Project DIVERSE mailing list -- project.diverse@lists.it.utsa.edu<mailto:project.diverse@lists.it.utsa.edu> To unsubscribe send an email to project.diverse-leave@lists.it.utsa.edu<mailto:project.diverse-leave@lists.it.utsa.edu> -- Diana "Diane" Infante-De Leon, M.A. Early Childhood Special Education Teacher, NISD diana.infante-deleon@nisd.net<mailto:diana.infante-deleon@nisd.net> P: 210-632-1418