Emotions, Feminism, and Stereotypes: Raquel Hoyos’s “Perfect Dolls” and the CASEL Framework as Critical Tools in the ELE Classroom

Abstract

The contributions of social-emotional learning and contemporary feminism provide a transformative foundation for a critical, inclusive, and equity-oriented approach to language teaching. The CASEL framework and authors such as Goleman highlight key skills such as self-awareness and responsible decision-making, while thinkers like Butler, de Beauvoir, and Gilligan emphasize female agency and the questioning of gender norms. The short story “Perfect Dolls”, by Mexican writer Raquel Hoyos, was used in the course Spanish 3000, an advanced undergraduate Spanish language course, as a literary and emotional resource to address self-image and resistance to bodily mandates. The didactic proposal integrated critical analysis and affective work, fostering students’ empathy, critical thinking, and their own voice. Student responses were collected through written comments and short reflections, and analyzed using a socio-emotional rubric based on the CASEL model, which allowed for the systematic identification of competencies such as self-awareness, empathy, and critical agency in the learning process.