White supremacy is pervasive in K-12 education and frequently enacted through traditional social emotional learning (SEL). We ask: How do current iterations of SEL reinforce white supremacy? If white supremacy frames humanity as a thing, how do those of us invested in SEL that is humanizing frame it differently? We attempt to engage this question by examining two vignettes from our own experiences that illustrate how white supremacy is reinforced by popular approaches to SEL while simultaneously evading recognition. We then reimagine SEL using Camangian's (2019) framework on humanization as a platform of departure and offer two final, personal vignettes that reveal how SEL might be enacted to humanize every student, particularly BIPOC students. Critical questions and recommended readings are provided.

The Syrian civil war led to mass migration and Europe becoming a potential site of refuge. How have Syrians experienced refuge in Europe? Drawing on 58 interviews with Syrian refugees in Germany, France, and Switzerland, we find that refugees continue to experience exclusion in all integration domains including those found as markers and means, social connections, facilitators, and foundations of integration . While our cases demonstrate that Syrian refugees in Europe experience discrimination across all domains, not all conditions are equal. Using narrative analysis, differences were observed within three integration domains. Accessing language programs was more challenging in France, finding housing was more challenging in Germany, and F type residence permits limited refugees’ rights in Switzerland more than in other countries. Discrimination across domains is deepening the socio-cultural-economic divide between autochthonous communities and Syrian refugees, but not all domains are equally divisive across countries. The findings outline that where these states outsourced refugee services, refugees experienced increased barriers to integration.