ERIC Number: EJ1158901
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Reframing "Well-Being" in Schools: The Potential of Recognition
Graham, Anne; Powell, Mary Ann; Thomas, Nigel; Anderson, Donnah
Cambridge Journal of Education, v47 n4 p439-455 2017
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.
Descriptors: Foreign Countries, Well Being, Mixed Methods Research, Student Attitudes, Teacher Attitudes, Educational Practices, Interpersonal Relationship, Recognition (Psychology), Educational Policy, Catholic Schools, Semi Structured Interviews, Focus Groups, Elementary Secondary Education, Discourse Analysis, Online Surveys, Caring, Prosocial Behavior, Recognition (Achievement)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A