Social emotional learning (SEL) emphasizes various abilities and skills (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) purportedly intended to facilitate students' social relationships and manage their emotions, helping them to be successful in school, future careers, and life (CASEL, 2020). The purposes of SEL, though, often serve to reinforce the functioning of schools, which frequently reproduce and reinforce structural harm (Bartolome, 1994; Love, 2019). SEL, then, is routinely implemented to teach students, particularly students of color, to cope with the structural violence of white supremacy (Simmons, 2021) by delegitimizing their social relationships and distancing them from their emotions. This dissertation therefore explores ways that justice-centered teachers pedagogically reified students' Knowledge and Love of Self, Solidarity, and Self-determination (Camangian & Cariaga, 2021) and structurally disrupted harmful schooling sites through systems of healing (Ginwright, 2018; Rojas & Trinidad, 2021) in what I am calling "humanizing social emotional praxes." Alongside two elementary teachers in different schools in a large, metro-area school district, I explored the following questions: (1) How do justice-oriented teachers pedagogically enact a humanizing social emotional praxis? (2) How do justice-oriented teachers structurally enact a humanizing social emotional praxis? (3) How is white supremacy subverted or reinforced in a humanizing social emotional praxis? Through Critical Participatory Action Research (Fine, 2018; Kemmis et al., 2014, 2019), I partnered with a second-grade teacher, Staci, and a third-grade teacher, Elena, to craft, implement, and reflect upon lessons intended to support students' Knowledge and Love of Self, Solidarity, and Self-determination. In addition to lessons, we devised and implemented plans to structurally counter harmful school-wide rules, which students identified as a source of structural harm. After 12 weeks of implementation, I made meaning from artifacts, interviews, analytic memos, and field notes to understand the praxes of the two cases using case study (Dyson & Genishi, 2005; Stake, 1995), and revealed the processes that the partners in this project advanced, how they prioritized the lived experiences of the students in their classrooms, and contended with ongoing state violence. In chapters dedicated to each teacher's praxis, I document Staci and Elena's efforts to bravely center justice while reckoning with and honoring students' social relationships and emotions in their classrooms in the face of, and, at times, reinforcing, white supremacy. I end with recommendations for educators to center process rather than standards or outcomes and describe how educators might learn from Staci and Elena's ways of process. By countering schooling's obsession with standards and outcomes, and centering process as purpose with students and community organizers, humanizing social emotional praxes invite potential for students to experience what hooks (2019) described as heartwholeness--a culture of belonging in which students may be as whole and expansive human beings. By centering humanizing social emotional praxes, educators (alongside students and community organizers) can be catalysts for liberation through and out of the dying institution of schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]