TY - JOUR
T1 - Reframing 'wellbeing' in schools
T2 - The potential of recognition
AU - Graham, Anne
AU - Powell, Mary Ann
AU - Thomas, Nigel
AU - Anderson, Donnah
N1 - Imported on 12 Apr 2017 - DigiTool details were: month (773h) = Advance print; Journal title (773t) = Cambridge Journal of Education. ISSNs: 0305-764X;
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - recognition; relationships; school; Student well-being
U2 - 10.1080/0305764X.2016.1192104
DO - 10.1080/0305764X.2016.1192104
M3 - Article
VL - 47
SP - 439
EP - 455
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
SN - 0305-764X
IS - 4
ER -