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Being well : educated
Our remit for producing this chapter suggested a confluence between critical education theory and social constructionist approaches. Quite an invitation given the prospective trajectories involved! As both of us share backgrounds as practitioners (educational/school psychologists), we decided to draw the parameter for discussion around an aspect of education surprisingly seen in some circles as contentious or controversial in present day practice: the idea of being well in education. International education policy and practice is replete with political and community action geared to the promotion of wellbeing (in the UK e.g., Every Child Matters [DES, 2004]). This circumstance is not peculiar to the sociopolitical arena of education as the notion of supporting and maintaining a healthy and productive populace is today central to activities taking place across government sectors (e.g. social/community services, employment, housing, sport and recreation, etc.; Wellbeing in Four Policy Areas [New Economics Foundation, 2014]). And yet, concerns over the ways in which such activity have been delivered are mounting. Common amongst these protests are collective apprehensions around potential deleterious effects of one-size-fits-all methodologies and clinical models of personhood.
History
Title of book
Education as social construction : contributions to theory, research and practiceChapter number
2Pagination
30 - 48Publisher
WorldShare BooksPlace of publication
Chagrin Falls, OhioISBN-13
9781938552335Language
engPublication classification
B Book chapter; B1.1 Book chapterCopyright notice
2015, WorldShare BooksExtent
20Editor/Contributor(s)
T Dragonas, K Gergen, S McNamee, E TseliouUsage metrics
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