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Wellbeing Equity Jennifer Pratt Page 17 (Welfare Liberalism (Welfare…
Wellbeing Equity
Jennifer Pratt
Page 17
Policy - increasingly pressured by global issues
policy and implementation is different: For this reason, research into education policy can be enhanced by examining
how it is received by teachers.
In this book, one of the things that will be ‘unmasked’ is the way in which
seemingly benign discourses of wellbeing can be put to purposes of human capital
creation.
multiple discourse (in wellbeing) at the same may entangle with each other
Education policy is discussed as a platform through which those in power
Education Policy can influence the discursive actions, and the behaviours of teachers and other
professionals in schools.
address to inequalities in children’s lives often focus on wellbeing (e.g. McLaughlin 2015).
after industrial revolution - demand for infrastructure. Gov took over public services including education. Universal education played an important role in widening opportunities for poorer people.
Welfare Liberalism
Welfare Liberalism Estate: structuring and supporting
individual lives, this was achieved in a way that was seen as congruent with ideals of
individual freedom and hence this has been referred to as welfare-liberalism (Olssen
et al. ibid).
Neoliberalism changed education concept: Competitive fearce As the notion of human capital extends its reach to very personal aspects of
being, concepts such as ‘resilience’, and self-efficacy’ (often badged as ‘wellbeing’)
gain currency and education is drawn centre stage in creating what Gillies (2011)
calls ‘high yield citizens’.
Curriculum for excellence
focus on human capital
(Lingard 2008),
Purposes of Schooling
Economic purposes or personal freedom?
Biesta (2010) argues that education has composite purposes:
socialisation (how to adopt norms, values and ways of doing things) fit in
qualification (skills and knowledge)
subjectfication (ability to bring qualities of individuals into presence) be yourself
Purpose of education:
MacMurray (2012) learning to be a human
1) learning to be in social relations learning to live in community
2) learning to sensibility through arts, develop emotions
3) technological - learning skills, techniques, practical and direct application
Giovanola (2005) calls ‘personhood and human richness’