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Well-Being and Well-Becoming in Schools
Thomas Falkenberg (Edited by)
9781487543501
Hardback, published 1 February 2024
290 pages, 1 b&w figure, 21 b&w tables
23.1 x 15.5 x 2.3 cm, 0.48 kg
By its very nature, school education is concerned with student well-being. Written by Canadian education scholars from a Manitoba-based research group, Well-Being and Well-Becoming in Schools aims to develop the notion that what we wish for our children is their well-being and well-becoming as they live their lives. This collection brings education scholars together to focus on a timely topic that has been of rapidly increasing interest to the research and education communities: student well-being and flourishing schools. Contributors address a broad range of issues that arise from this position to create a rich and integrated understanding of the topic. Chapters focus on foundational issues, conceptual issues, socio-cultural and organizational issues, and pedagogical and curricular issues. Ultimately, Well-Being and Well-Becoming in Schools weaves together substantial ideas to create an integrative framework that will not only serve as a guide for further research, but also for school educational leaders and educators to implement the idea of making school education primarily about student well-being.
1. Introduction: Framing the Work on Well-Being and Well-Becoming Needed in School Education Foundational Questions on Well-Being and Well-Becoming in Schools 2. Three Theories of Well-Being and Their Implications for School Education 3. Three Foundational Questions for Policymakers and Practitioners Concerned with Student Well-Being 4. Responding to the Other: The Need for an Ethic of Well-Being Conceptualizing Well-Being and Well-Becoming in Schools 5. Well-Being as a Core Focus of School Education: Conceptualizing Indigenous Well-Being 6. Meaning in Life: A Core Component of Human and Student Well-Becoming 7. Well-Being of School Counsellors and School Psychologists Contextualizing Well-Being and Well-Becoming in Schools 8. Well-Being in the Context of School Organizations 9. Well-Being and Well-Becoming in Inner-City Schools: Supporting Students’ Wholistic Flourishing in Inner-City Communities 10. Developmental Evaluation as a Tool for Promoting Well-Being in Schools: A Case Study 11. A Complex Adaptive Systems Approach to Well-Becoming in Schools Curricularizing Well-Being and Well-Becoming in Schools 12. Finding Meaning in Life through School Mathematics 13. Making Meaning of Science Curriculum through Ecojustice and Place-Based Education: Looking through the Lens of Well-Being and Well-Becoming 14. Kitchen Table and Greenbelt Writers: Flourishing Writing in English Language Arts and Beyond 15. Conclusion: Where to Go from Here Index
Thomas Falkenberg
Erik Magnusson and Heather Krepski
Heather Krepski
Rebeca Heringer and Thomas Falkenberg
Frank Deer and Jessica Trickey
Thomas Falkenberg
Virginia M.C. Tze and Stephanie Brekelmans
Lesley G. Eblie Trudel
Jeannie Kerr
Cameron Hauseman, Thomas Falkenberg, Jennifer Watt, and Heather Krepski
Thomas Falkenberg, Heather Krepski, Cameron Hauseman, and Jennifer Watt
Thomas Falkenberg
Michael Link
Jennifer Watt
Thomas Falkenberg