Wellbeing, Equity and Education

A Critical Analysis of Policy Discourses of Wellbeing in Schools

AvJennifer Spratt

Häftad, Engelska, 2018

Del 1 i serien Inclusive Learning and Educational Equity

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Beskrivning

This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing.

Produktinformation

Utgivningsdatum:2018-07-13
Mått:155 x 235 x 13 mm
Vikt:256 g
Format:Häftad
Språk:Engelska
Serie:Inclusive Learning and Educational Equity
Antal sidor:147
Förlag:Springer International Publishing AG
ISBN:9783319843094

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Innehållsförteckning

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.