Wellbeing for Inclusive Schools and an Inclusive Society
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- Description
- Contents
- About
Wellbeing is the term currently used to describe feelings and functioning of both the individual and society. Positive emotions such as contentment and happiness are often used when discussing wellbeing. It is, nonetheless, a much broader concept, particularly when considering the amount of control a person has over elements of their life and lifestyle, a sense of purpose, and the development of positive relationships. With increasing pressures felt by members of many societies, wellbeing and life satisfaction has become an important consideration in policies of many countries. Wellbeing for Inclusive Schools and an Inclusive Society explores wellbeing from a variety of international and philosophical contexts.
This book brings together experts in wellbeing from a variety of perspectives including historical, philosophical, medical, and social, marginalised persons, technology, and teachers. Each author brings a unique viewpoint on wellbeing, why it needs to be considered and how it can be addressed within a particular inclusive context at societal and school levels. The final chapter argues for the necessary actions for promoting wellbeing to develop harmonious and inclusive schools and society in an increasingly diverse and challenging global world.
Wellbeing for Inclusive Schools and an Inclusive Society is essential reading for all those involved in wellbeing and educational fields.
Chapter 1. Reconceptualising Wellbeing: From Individual Flourishing to Collective Thriving; Narelle Lemon
- Chapter 2. Beyond Individual Happiness: Understanding the Role of ‘Social’ in Health and Wellbeing; K. Viswanath and Zichao Li
- Chapter 3. Social and Emotional Wellbeing for Students with Disabilities in Inclusive Classrooms; Dianne Chambers
- Chapter 4. Technology and Wellbeing; Toshiyuki Yasui
- Chapter 5. Wellbeing and Education Welfare as a Process of an Inclusive Society; Yaka Matsuda
- Chapter 6. Culture and Wellbeing: Enhancing Student Wellbeing in Inclusive School Settings; Nurul Hidayati Rofiah
- Chapter 7. Wellbeing and Adolescents; Wanying Zhou
- Chapter 8. Building Wellbeing Literacy through Character Strengths: A Proactive Approach to Teacher Preparation; Narelle Lemon, Carli Sanbrook, Marnie Harris, Bev Adkin, Gail Berman, Rozita Dass, Tammy Green, and Rikki James
- Chapter 9. Student Happiness and Subjective Wellbeing in Bhutan: A Case from a Government School in Thimphu, Bhutan; Riho Sakurai and Nyendo
- Chapter 10. Wellbeing of Sri Lankan Women with Disabilities; Hiroko Furuta
- Chapter 11. Nurturing the Wellbeing of Second Language Learners: Insights from a High School English Language Club; Jennifer Sheokarah
- Chapter 12. Indigenous Games and Their Role in Promoting Child Wellbeing in the African Context; Mariette Koen
- Chapter 13. Wellbeing and Social Inclusion of Secondary Students with ADHD; Dinoshi Keiper, Dianne Chambers, and Boris Handal
- Chapter 14. Future Perspectives on Wellbeing; Norimune Kawai
Norimune Kawai is Professor at the Institute for Diversity & Inclusion at Hiroshima University, Japan, specialising in special needs education and speech-language pathology.
Dianne Chambers is Professor and Director International in the School of Education, Edith Cowan University, Australia.
Mariko Omori is Associate Professor of the School of Education and the Graduate School of Education and Human Development at Nagoya University, Japan.