Emma Farrell, Jennifer Symonds, Dympna Devine, Seaneen Sloan, Mags Crean, Abbie Cahoon, Julie Hogan
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引用次数: 0
Abstract
PurposeThe purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.Design/methodology/approachA hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.FindingsThree conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.Originality/valueTo the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.
期刊介绍:
The range of topics covered is necessarily extremely wide. Recent examples include: ■Sex and sexuality ■Mental health ■Occupational health education ■Health communication ■The arts and health ■Personal change ■Healthy eating ■User involvement ■Drug and tobacco education ■Ethical issues in health education ■Developing the evidence base