Educational goods for well-being in K-12 schools: foundational questions, student autonomy, and stratifications
| dc.contributor.author | Krepski, Heather | |
| dc.contributor.examiningcommittee | Hannan, Sarah (Political Studies) | en_US |
| dc.contributor.examiningcommittee | Deer, Frank (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.supervisor | Falkenberg, Thomas | |
| dc.date.accessioned | 2023-04-03T21:25:04Z | |
| dc.date.available | 2023-04-03T21:25:04Z | |
| dc.date.copyright | 2023-04-03 | |
| dc.date.issued | 2023-03-29 | |
| dc.date.submitted | 2023-03-29T20:38:15Z | en_US |
| dc.date.submitted | 2023-04-03T20:58:57Z | en_US |
| dc.date.submitted | 2023-04-03T21:18:11Z | en_US |
| dc.degree.discipline | Education | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | Student well-being has become a categorical focus for school education policy and practice across Canada and in many parts of the world. In the Manitoba context, student well-being is identified as a priority area by policymakers and educators in the public K-12 school system. Yet, there is a need for more clarity on the theoretical foundations that underpin notions of student well-being as well as how these conceptions translate into school programming across socio-political and geographic contexts. Both the conceptualization and implementation processes that address student well-being involve human (adult) values and choices about what to prioritize for students in schools. This dissertation consists of a series of three independent papers that explore the themes of distributive justice and educational goods for well-being in K-12 schools. The first paper, entitled, Three Foundational Questions for Policymakers and Practitioners Concerned with Student Well-being, explores three key questions that must be considered for any policymakers and practitioners concerned with student well-being in schools. The second paper, Reimagining Paternalism for a Well-being Mandate in K-12 School Education enquires into the importance of student autonomy when considering student well-being and makes the case for broadening student autonomy through a soft paternalism approach in schools. The final paper, entitled, Social Class and Access to Well-being Goods and Capabilities in K-12 Schools explores teachers’ perspectives, practices, and experiences in schools with student well-being. This qualitative research identifies how teachers characterize educational goods and capabilities for well-being in four different high school program settings across Winnipeg (Manitoba). Findings from this study demonstrate that healthy personal relationships are thought to be an important educational good for well-being, in addition to other goods such as personal fulfilment, personal autonomy, and democratic competence (in that order). Findings also reveal that educational goods for well-being appear to be differently stratified based on school program, which in turn, are stratified based on socioeconomic status as well as other factors. | en_US |
| dc.description.note | May 2023 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/37244 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Student well-being | en_US |
| dc.subject | Educational decision-making | en_US |
| dc.subject | Social stratification | en_US |
| dc.subject | Student autonomy | en_US |
| dc.subject | Ethics in education | en_US |
| dc.subject | Educational justice | en_US |
| dc.title | Educational goods for well-being in K-12 schools: foundational questions, student autonomy, and stratifications | en_US |
| dc.type | doctoral thesis | en_US |
| local.subject.manitoba | yes | en_US |
| oaire.awardTitle | University of Manitoba Graduate Fellowship Scholarship | en_US |
| oaire.awardURI | https://umanitoba.ca/graduate-studies/funding-awards-and-financial-aid/university-manitoba-graduate-fellowship-umgf | en_US |
| project.funder.identifier | https://doi.org/10.13039/100010318 | en_US |
| project.funder.name | University of Manitoba | en_US |