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Cultural Well-Being in Classroom Communities in Australia
Well-being is an increasingly important topic of schooling policy and research internationally. While the concept of well-being is understood in various ways, little attention has been given to its cultural aspects. The convergence between culture, well-being, and learning is being realized, and the concept of cultural well-being presents new insights relevant to ongoing school reform efforts.
Cultural well-being is a nascent concept in education considered to relate to students' sense of connection to school, people, places, and cultures. A typology of cultural well-being produced from an Australian study of teachers' perceptions depicts three prominent interpretations of culture: (a) school culture, (b) processes of recognition, and (c) cultural participation and production. The typology of cultural well-being enables the interrogation of complex power relations, revealing some of the ways that schools continue to reproduce social and cultural inequalities. The application of a typology of cultural well-being illustrates the interplay between school culture, recognition, and cultural participation and can support international initiatives to reform schooling with a greater emphasis on the well-being of all students, potentially addressing and reducing inequalities.
Publication titleThe Oxford Encyclopedia of School Reform
Department/SchoolFaculty of Education
PublisherOxford University Press
Place of publicationUnited Kingdom