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<p>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.</p> <p>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, healthpromotion, and social care....楽天市場のショップで商品詳細の続きを見る