Wellbeing, Education and Contemporary Schooling

Acknowledgements

List of Contributors

List of Abbreviations

Introduction

Part 1: Philosophical perspectives on wellbeing

1. Wellbeing, being well or well becoming: who or what is it for and how might we get there?

Claire Cassidy

2. Contrasting concepts of wellbeing and their implications for educational planning

Malcolm Thorburn

Part 2: Policy perspectives on wellbeing

3. The policy prominence of wellbeing and the implications for education

Malcolm Thorburn

4. Evaluating efforts to enhance health and wellbeing: A review of policy aspirations and practice developments in Scottish secondary schools

Malcolm Thorburn & Donna Dey

Part 3: Professional perspectives on wellbeing

5. The School Leader perspective: Integrating schools with the communities they serve

Christine Forde

6. Teaching for wellbeing: On the importance of creating capabilities in schools

James MacAllister

7. The teacher in training perspective: Preparing teachers to incorporate wellbeing into learning and teaching

Monica Porciani

8. The pastoral perspective: handling sensitive issues

Monica Porciani

Part 4: Practice perspectives on wellbeing

9. Wellbeing and educational disadvantage

Sue Ellis & Vivienne Smith

10. Wellbeing/Welfare, Schooling and Social Justice: Caring relationships with students, parents and community

Maeve O’Brien

Part 5: Future prospects for wellbeing

11. Wellbeing, outdoor learning and sustainable living

Ina Stan

12. Wellbeing and aesthetic imagination

Christine Doddington

Part 6: A personal perspective on wellbeing

13. A personal perspective on wellbeing: Lessons learned or insufficiently grasped?

George MacBride

Biography

Malcolm Thorburn is Lecturer in Physical Education at the Moray House School of Education, University of Edinburgh, UK.

Maeve O’Brien, Dublin City University, Ireland

I was delighted to read this book proposal. This book will have a good international marketability at both undergraduate and post graduate levels in the Education field and the disciplinary areas of sociology, philosophy and psychology of education. In my own institution I teach a new 4th year BEd module called ‘well-being care and professional praxis’ . The proposed publication would have been a gift to me in writing that module. At Doctoral level and Masters level I teach modules on well-being and education. US markets should be open as well-being is such a buzz word in education and one that needs a critical and in depth perspective in the field of education studies and practice.

　

Clare Wallace, University of Aberdeen, UK

This is a timely and interesting book that addresses a key issue of contemporary concern: wellbeing. The concern is both academic in that there has been a great deal of recent research in this field but there is also substantial interest from policy makers and practitioners. The book sets out very well the theoretical framework, the link to research and the relevance for educational practitioners. The author rightly points out that there has been some important recent developments into research on child wellbeing. The book is very comprehensive in scope, covering a wide range of issues (sustainability, aesthetics, ethics etc.). I would highly recommend to publish this text.

　

Peter Aggleton, University of New South Wales, Australia

Recent years have seen a rapid growth of interest in issues of wellbeing, health and ‘happiness’ as they relate to and impact on learning and teaching in schools. Because of this, a volume such as this is, in principle, very much to be welcomed. I particularly liked the rationale provided for the book and its interest in efforts to ensure young people’s lives are more fulfilling and meaningful. Achieving a balance between individual flourishing and wider societal ambitions is always challenging, but is something worth aiming for and struggling over. I also like the book’s structure and the inclusion of philosophical, policy, professional and practice perspectives.