Titlebook: Wellbeing, Equity and Education; A Critical Analysis Jennifer Spratt Book 2017 The Editor(s) (if applicable) and The Author(s), under excl

nonsensical

铁砧

2512-1499 g and learning.Identifies dangers and opportunities for equaThis 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

他很灵活

CLAM

Conceptualising Wellbeing,their own historical roots and their own understanding of the meaning. Whilst this multi-disciplinary buy-in allows wellbeing to be the focus of inter-professional effort and discussion it can also lead to misunderstandings and confusion. Five main discursive themes of wellbeing are identified and discussed:

motivate

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Equity, Schooling and Wellbeing,cations for equity..Amartya Sen’s Capability Approach is used to introduce the notion of social justice as the freedom to lead a life you have reason to value. In this view, the value of education in supporting individuals to become economically active is not forgotten, but this is seen to be a mean

Accrue

Conceptualising Relationships Between Learning and Wellbeing,aracteristics of human capital favoured in the job market. Conversely, learning can be seen to be the bedrock of human flourishing. This distinction provides an analytical basis of the Critical Discourse Analysis of Scottish policy that follows in later chapters.

注意力集中

Discourses of Wellbeing in Scottish Policy,emerging discourse that will no doubt become more prominent. Although the discourse of flourishing through leading a valuable life is very quiet in these papers, there is a glimmer of hope that there is space in ‘Curriculum for Excellence’ for this interpretation..In these documents childhood wellbe

adhesive

Interactions Between Wellbeing and Other Purposes of Schooling in Scottish Policy,nal discourse of learning for flourishing, the policy works the other themes together to provide a consistent message of childhood wellbeing serving other objectives, and inviting an interpretation of a deliberate appropriation of young personhood into the human capital project. Yet, there is a diss