Wellbeing: Global Policies and Perspectives
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The idea of «wellbeing» is increasingly prevalent in global policy contexts. Yet, as the chapters in this collection demonstrate, any understanding of wellbeing is contextual: what wellbeing is depends on where and how we listen and speak, the concepts at our disposal, the humans and nonhumans with whom we engage, and the focus of their, and our, aspirations. Many of the chapters in this collection reflect the context of Aotearoa New Zealand, which, in 2019, introduced a wellbeing approach to public policy that attracted the attention of global policy makers and other stakeholders. In this…mehr

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Produktbeschreibung
The idea of «wellbeing» is increasingly prevalent in global policy contexts. Yet, as the chapters in this collection demonstrate, any understanding of wellbeing is contextual: what wellbeing is depends on where and how we listen and speak, the concepts at our disposal, the humans and nonhumans with whom we engage, and the focus of their, and our, aspirations. Many of the chapters in this collection reflect the context of Aotearoa New Zealand, which, in 2019, introduced a wellbeing approach to public policy that attracted the attention of global policy makers and other stakeholders. In this collection, commentators both from within and beyond Aotearoa take an expansive stance in discussing the concept of wellbeing and its myriad possibilities. The authors speak from an array of disciplines to present and critique ideas about how wellbeing can be understood and pursued across the life course.
Autorenporträt
Annelies Kamp is Associate Professor in Leadership and former Head of School, Educational Studies and Leadership at Te Whare W¿nanga o Waitaha the University of Canterbury. Her academic career has been undertaken in Aotearoa New Zealand, Australia and the Republic of Ireland. Her books include Rethinking Learning Networks: Collaborative Possibilities for a Deleuzian Century (Peter Lang 2013); A Critical Youth Studies for the 21st Century (2015), Re/Assembling the Pregnant and Parenting Teenager: Narratives from the Field(s) (Peter Lang 2017); Education Studies in Aotearoa: Key Disciplines and New Directions (2019); and Leading Educational Networks; Theory, Policy and Practice (2022). Cheryl Brown is Associate Professor in e-learning in the School of Education Studies and Leadership at Te Whare W¿nanga o Waitaha University of Canterbury and co-Director of the Digital Education Futures Lab (https://blogs.canterbury.ac.nz/UCDeFLab/). She has worked in higher education in South Africa, Australia, and now Aotearoa New Zealand. Her research focuses on how inequality influences university students¿ digital experience and, consequently, their digital identities. She is currently exploring the role technology plays in students¿ learning and in the development of their digital literacy practices, particularly in resource-constrained contexts. Trish McMenamin is a Senior Lecturer in the Faculty of Education at the Te Whare W¿nanga of Waitaha University of Canterbury. Her primary research interests are inclusive education, disability studies, diversity, philosophy of education and education policy. She is the author of Special Schools, Inclusion, and Justice (2018) and co-editor of Belonging: Rethinking Inclusive Practices to Support Well-being and Identity (2018). Veronica O¿Toole is a Senior Lecturer in the Faculty of Education at Te Whare W¿nanga of Waitaha The University of Canterbury. Her primary research interests are emotions, emotional intelligence (EI), emotion regulation and social emotional wellbeing of teachers and students. Recent publications include the co- authored article «Emotional Wellbeing as Perceived and Understood Through the Lenses of SEL and PYD: A Qualitative Commentary and Suggestions for Future Research in Aotearoa New Zealand», in New Zealand Journal of Psychology (2019).