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E-grāmata: Wellbeing, Equity and Education: A Critical Analysis of Policy Discourses of Wellbeing in Schools

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Wellbeing, Equity and Education: A Critical Analysis of Policy Discourses of Wellbeing in SchoolsPalielināt
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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 learning in schools. 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. It also uses interview data to show how teachers and policy actors accepted, or re-shaped and remodelled the policy discourses as they made sense of them in their own work.  When addressing schools" responses to inequalities, discussions are often framed in terms of wellbeing. Yet wellbeing as a concept is poorly defined and differently understood across academic and professional disciplines such as philosophy, psychology, health promotion, and social care. N

onetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as the discourse of wellbeing legitimates schools" intervention into personal aspects of children"s lives. As educators worldwide struggle over the meaning and purpose of schooling, discourses of wellbeing can be mobilised in support of different agendas. This book demonstrates how this holds both dangers and opportunities for equality in education. Amartya Sen"s Capability Approach is used to offer a way forward in which different understandings of wellbeing can be drawn together to offer a perspective that enhances young people"s freedoms in education and their freedoms gained through education. 

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. T

owards 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

Papildus informācija

"In this timely publication, Jennifer Spratt charts a clear course through an area of education that has, to date, been characterised by its opaqueness. In doing so, she adds much needed clarity to the field. Adopting an appropriately critical stance, Dr. Spratt problematises the wellbeing discourse in education, using a recent study to illustrate and support her arguments. Highly recommended." (Professor Neil Humphrey, Head of Manchester Institute of Education, University of Manchester) "This timely and accessible book provides a critique of underpinning welfarist and neo-liberal discourses in influencing how wellbeing and learning have co-existed as agendas in schools. The author applies a critical discourse analysis to the Scottish 'Curriculum for Excellence' as a way of exemplifying how wellbeing discourses are operationalised through curriculum processes and this provides excellent material for the critiques offered. The policy analyses are juxtaposed against professional perspectives as a 'discursive gap' and the book concludes with a conceptualisation of wellbeing in schools that is more equitable and respectful of children's lives. A much needed alternative construct of wellbeing in schools is offered that draws together the wellbeing and learning discourses into a democratic approach to education with a focus on 'true care', dignity, freedoms and flourishing of the whole child through and within 'sensitive pedagogies'. In an increasingly directive and outcomes focused educational climate this is a must read for educationalists, parents and anyone concerned with children and young people's experiences and aspirations." (Dr Debbie Watson, Reader in Childhood Studies, University of Bristol) "In today's schools, concern for child wellbeing is rising - ostensibly as an antidote to decades of pressure to enhance academic performance. Jenny Spratt's research, based on the case of Scotland, lifts the veil of benevolent aspiration to reveal how structural imperatives often reassert themselves. Thus the discourse of, and provision for, wellbeing may be colonised to serve learning performance goals rather than inclusively promoted for all. As the teaching profession strives to 'do its best' for children in an era of globalisation, this analysis provides a welcome challenge to our good intentions." (Professor Andrew Pollard, UCL Institute of Education)
1 Introduction
1(10)
1.1 The Research Study
5(1)
1.2 The Structure of the Book
6(5)
2 Discourse and Policy
11(12)
2.1 What Is Discourse?
12(1)
2.2 How Discourse Works: Discourse and Ideology
13(1)
2.3 Different Schools of Thought in Studies of Discourse
14(1)
2.4 Discourse and Policy
15(3)
2.5 Discourse Analysis
18(3)
2.5.1 The Role of the Researcher in Discourse Analysis
20(1)
2.6 Summary
21(2)
3 Equity, Schooling and Wellbeing
23(12)
3.1 Equality of What?
24(1)
3.2 Liberal Ideologies in Education
25(3)
3.2.1 Classical Liberalism
25(1)
3.2.2 Welfare Liberalism
26(1)
3.2.3 Neo-liberalism
26(2)
3.2.4 Ideologies of Welfare Liberalism and Neo-liberalism - Summary
28(1)
3.3 International Influences on Policy
28(2)
3.4 The Multiple Purposes of Schooling
30(1)
3.5 Equality of What? The Capability Approach
31(2)
3.6 Summary
33(2)
4 Conceptualising Wellbeing
35(22)
4.1 Wellbeing -- An Ill-Defined Term
35(2)
4.2 Identifying Discourses of Wellbeing Used in Education
37(2)
4.3 Discursive Theme 1: Physical Health Promotion
39(3)
4.4 Discursive Theme 2: Psychological Discourses of Social and Emotional Literacy
42(4)
4.5 Discursive Theme 3: Discourse of Care
46(3)
4.6 Discursive Theme 4: Philosophical Discourse of Flourishing
49(5)
4.6.1 Aristotle's Notion of Happiness
49(2)
4.6.2 Contemporary Understandings of Flourishing
51(3)
4.7 Discursive Theme 5: The Emergent Theme of Sustainability
54(2)
4.8 Summary
56(1)
5 Conceptualising Relationships Between Learning and Wellbeing
57(12)
5.1 Introduction
57(1)
5.2 Fielding's Typology of Schooling
58(3)
5.3 Using Fielding's Typology to Examine the Discursive Relationships Between Learning and Wellbeing
61(6)
5.3.1 Wellbeing for Learning in the High Performance Learning Organisation
61(3)
5.3.2 Learning for Wellbeing in the Person Centred Learning Organisation
64(3)
5.4 Using Fielding's Typology in Discourse Analysis
67(1)
5.5 Summary
68(1)
6 Discourses of Wellbeing in Scottish Policy
69(16)
6.1 Introduction
69(1)
6.2 Health and Wellbeing in Curriculum for Excellence
70(2)
6.3 Use of Language in the Policy Texts
72(2)
6.4 The Discursive Representation of Wellbeing in Scottish Policy
74(9)
6.4.1 Individualised Discourses of Wellbeing in Policy
74(3)
6.4.2 Discourse of Wellbeing as Care in the Interagency Policies
77(3)
6.4.3 Links Between Discourse of Care and the Discourse of Social and Emotional Literacy
80(2)
6.4.4 The Quieter Themes -- Sustainability and Flourishing
82(1)
6.5 Conclusions
83(1)
6.6 Summary
84(1)
7 Interactions Between Wellbeing and Other Purposes of Schooling in Scottish Policy
85(14)
7.1 The Purpose of the Scottish Curriculum -- The `Four Capacities'
86(1)
7.2 Economic Strategy
87(1)
7.3 Discursive Links Between Wellbeing and Learning
88(9)
7.3.1 Wellbeing Serving Learning
89(3)
7.3.2 Learning for Wellbeing
92(5)
7.4 Summary
97(2)
8 The Discursive Gap: Interpretation of Policy by Professionals
99(20)
8.1 The Study Participants
100(1)
8.2 Evidence of Patterns in the Data
101(1)
8.3 Findings from the Interviews
102(15)
8.3.1 Naturalisation of Policy Discourses
103(1)
8.3.2 Wellbeing as a Prerequisite of Learning
104(2)
8.3.3 Conflating Learning with Wellbeing
106(1)
8.3.4 Health and Wellbeing as a Solution to Other Problems
107(2)
8.3.5 Tensions Between Learning and Health and Wellbeing
109(1)
8.3.6 Alternatives to Policy Discourses -- Wellbeing as Flourishing
110(2)
8.3.7 Learning for Flourishing
112(5)
8.4 Summary
117(2)
9 Towards a More Comprehensive Understanding of Wellbeing and Equity in Education
119(10)
9.1 Problematizing Wellbeing Discourses in Schools
120(2)
9.2 Wellbeing, Equity and Education -- Towards a More Comprehensive Understanding Through the Capability Approach
122(5)
9.3 A Final Note
127(2)
10 Appendix -- Research Methods
129(8)
10.1 Data Collection
130(4)
10.1.1 Identification of Policy Texts
130(1)
10.1.2 Sampling
131(1)
10.1.3 The Sample
132(1)
10.1.4 Interviews
133(1)
10.2 Using Critical Discourse Analysis
134(3)
References 137
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