Description
Book SynopsisThis book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.
Trade Review"An in-depth analysis of terms that we all use, brilliantly explained. The reader is helped to understand the bigger picture of what we need to do to address children's social and emotional wellbeing in our schools." Mick Waters, Professor of Education, Wolverhampton University
Table of ContentsSection 1 Context: Introduction: Conceptual dimensions of wellbeing; Critical review of policy literature and concepts of wellbeing; Schools- current research findings/ trends/ concerns related to wellbeing; Section 2 Key issues: Inclusive Discourses in schools; Social and Emotional Dispositions and Skills- a way forward in understanding wellbeing?; Promoting positive relationships in schools; Play, playfulness and children's wellbeing ~ Karen McInnes; Children's rights and their contribution to wellbeing ~ Margaret Boushel; Professionals supporting wellbeing in schools; Section 3 Conceptions of wellbeing: towards a holistic discourse of wellbeing in schools; Social pedagogy and the promise for conceptions and practice of wellbeing in schools; Whose definition of wellbeing?; Conclusion.
