Wellbeing, Equity and Education A Critical Analysis of Policy Discourses of Wellbeing in Schools /

• Κύριος συγγραφέας: Spratt, Jennifer (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2017.
• Σειρά: Inclusive Learning and Educational Equity ; 1
• Θέματα: Education.; Educational policy.; ducation and state.; Educational sociology.; Education > Philosophy.; Educational psychology.; Education > Psychology.; Education and sociology.; Sociology, Educational.; Educational Policy and Politics.; Schools and Schooling.; Educational Philosophy.; Educational Psychology.; Sociology of Education.

This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name of wellbeing, and in particular, how wellbeing is linked to...

Πίνακας περιεχομένων:

• 1. Introduction
• 1.1 The research study
• 1.2 The structure of the book
• 2. Discourse and Policy
• 2.1 What is discourse?
• 2.2 How discourse works: discourse and ideology
• 2.3 Different schools of thought in studies of discourse
• 2.4 Discourse and policy
• 2.5 Discourse analysis
• 2.6 Summary
• 3. Equity, Schooling and Wellbeing
• 3.1 Equality of what?
• 3.2 Liberal ideologies in education
• 3.3 International influences on policy
• 3.4 The multiple purposes of schooling
• 3.5 Equality of what? The Capability approach
• 3.6 Summary
• 4. Conceptualising Wellbeing
• 4.1 Wellbeing – an ill-defined term
• 4.2 Identifying discourse of wellbeing used in education
• 4.3 Discursive theme 1: Physical health promotion
• 4.4 Discursive theme 2: Psychological discourses of social and emotional literacy
• 4.5 Discursive theme 3: Discourse of care
• 4.6 Discursive theme 4: Philosophical discourse of flourishing
• 4.7 Discursive theme 5: The emergent theme of sustainability
• 4.8 Summary
• 5. Conceptualising Relationships between Learning and Wellbeing
• 5.1 Introduction
• 5.2 Fielding’s typology of schooling
• 5.3 Using Fielding’s typology to examine the discursive relationships between learning and wellbeing
• 5.4 Using Fielding’s typology in discourse analysis
• 5.5 Summary
• 6. Discourses of Wellbeing in Scottish Policy
• 6.1 Introduction
• 6.2 Health and wellbeing in Curriculum for Excellence
• 6.3 Use of language in the policy texts
• 6.4 The discursive representation of wellbeing in Scottish policy
• 6.5 Conclusions
• 6.6 Summary
• 7. Interactions between Wellbeing and Other Purposes of Schooling in Scottish Policy
• 7.1 The purpose of the Scottish curriculum – the ‘four capacities’
• 7.2 Economic strategy
• 7.3 Discursive links between wellbeing and learning
• 7.4 Summary
• 8. The Discursive Gap: Interpretation of Policy by Professionals
• 8.1 The study participants
• 8.2 Evidence of patterns in the data
• 8.3 Findings from the interviews
• 8.4 Summary
• 9. Towards a More Comprehensive Understanding of Wellbeing and Equity in Education
• 9.1 Problematizing wellbeing discourses in schools
• 9.2 Wellbeing, equity and education – towards a more comprehensive understanding through the capability approach
• 9.3 A final note
• 10. Appendix – Research methods
• 10.1 Data collection
• 10.2 Using critical discourse analysis
• 11. References. .