Emergy, S, Cultural Well-Being in Classroom Communities in Australia, The Oxford Encyclopedia of School Reform, Oxford University Press, WT Pink (ed), United Kingdom ISBN 9780190841133 (2021) [Research Book Chapter]
Well-being is an increasingly important topic of schooling policy and research internationally. While the concept of well-being is understood in various ways, little attention has been given to its cultural aspects. The convergence between culture, well-being, and learning is being realized, and the concept of cultural well-being presents new insights relevant to ongoing school reform efforts.
Cultural well-being is a nascent concept in education considered to relate to students' sense of connection to school, people, places, and cultures. A typology of cultural well-being produced from an Australian study of teachers' perceptions depicts three prominent interpretations of culture: (a) school culture, (b) processes of recognition, and (c) cultural participation and production. The typology of cultural well-being enables the interrogation of complex power relations, revealing some of the ways that schools continue to reproduce social and cultural inequalities. The application of a typology of cultural well-being illustrates the interplay between school culture, recognition, and cultural participation and can support international initiatives to reform schooling with a greater emphasis on the well-being of all students, potentially addressing and reducing inequalities.
|Item Type:||Research Book Chapter|
|Keywords:||cultural wellbeing; school culture; recognition; identity; cultural practices|
|Research Group:||Specialist studies in education|
|Research Field:||Teacher and student wellbeing|
|Objective Division:||Education and Training|
|Objective Group:||Schools and learning environments|
|Objective Field:||Schools and learning environments not elsewhere classified|
|UTAS Author:||Emergy, S (Dr Sherridan Emery)|
|Deposited By:||Peter Underwood Centre for Educational Attainment|
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