TY  - GEN
AB  - Collectively, the research presented in this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualisations, policies and intervention frameworks, as critical discussion of wellbeing in relation to children and young people from a variety of socio-cultural, political, and economic settings is still relatively sparse. The contributions work synergistically to generate a sophisticated understanding of children's wellbeing while introducing fresh and context-sensitive approaches. Pre-conceived and taken-for-granted notions of wellbeing are problematised through four sections in (i) Re-examining conceptualisations of wellbeing in educational research and policy; (ii) Focusing on School environments, schooling, and wellbeing; (iii) Examining the significance of cultural contexts; and (iv) Amplifying children's voices. The objective is to help generate new ways of researching and thinking about wellbeing and schooling, that transcend monocultural, monodisciplinary and monomethodological strategies. The book aims to stimulate further theoretical and empirical research, as well as development of effective policies and school interventions which nuance rather than reduce complexity of both education and wellbeing.
AU  - McLellan, Ros,
AU  - Faucher, Carole,
AU  - Simovska, Venka,
CN  - LB1027.55
DO  - 10.1007/978-3-030-95205-1
DO  - doi
ID  - 1446625
KW  - School psychology.
KW  - Well-being
KW  - Education
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-95205-1
N1  - Includes index.
N2  - Collectively, the research presented in this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualisations, policies and intervention frameworks, as critical discussion of wellbeing in relation to children and young people from a variety of socio-cultural, political, and economic settings is still relatively sparse. The contributions work synergistically to generate a sophisticated understanding of children's wellbeing while introducing fresh and context-sensitive approaches. Pre-conceived and taken-for-granted notions of wellbeing are problematised through four sections in (i) Re-examining conceptualisations of wellbeing in educational research and policy; (ii) Focusing on School environments, schooling, and wellbeing; (iii) Examining the significance of cultural contexts; and (iv) Amplifying children's voices. The objective is to help generate new ways of researching and thinking about wellbeing and schooling, that transcend monocultural, monodisciplinary and monomethodological strategies. The book aims to stimulate further theoretical and empirical research, as well as development of effective policies and school interventions which nuance rather than reduce complexity of both education and wellbeing.
SN  - 9783030952051
SN  - 3030952053
T1  - Wellbeing and schooling :cross cultural and cross disciplinary perspectives /
TI  - Wellbeing and schooling :cross cultural and cross disciplinary perspectives /
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-95205-1
VL  - volume 4
ER  -