Reframing 'well-being' in schools: The potential of recognition

Anne Graham, Mary Ann Powell, Nigel Thomas, Donnah Anderson

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)

Abstract

In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools.
Original languageEnglish
Pages (from-to)439-455
Number of pages17
JournalCambridge Journal of Education
Volume47
Issue number4
Early online date17 Jun 2016
DOIs
Publication statusPublished - 2017

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