Wellbeing, Equity and Education: A critical analysis of policy discourses of wellbeing in schools

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 is happening 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. It is also a question of how to make a difference in the way in which it is perceived.
When addressing schools' responses to inequities, discussions are often framed in terms of wellbeing. This is the best way to get the best out of the world. Nonetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as well as the discourse of wellbeing legitimate schools' intervention into personal aspects of children's lives. As an educator, the students can learn about the different ways in which they are taught. This book demonstrates how to achieve the same goals. Amartya Sen's Capability Approach is used in the following areas: education, education, education, and education.