Chapters in this book

1. Frontmatter i
2. Contents v
3. 1 Introduction: Framing the Work on Well-Being and Well-Becoming Needed in School Education 1
4. PART ONE Foundational Questions on Well-Being and Well-Becoming in Schools
5. 2 Three Theories of Well-Being and Their Implications for School Education 23
6. 3 Three Foundational Questions for Policymakers and Practitioners Concerned with Student Well-Being 41
7. 4 Responding to the Other: The Need for an Ethic of Well-Being 59
8. PART TWO Conceptualizing Well-Being and Well-Becoming in Schools
9. 5 Well-Being as a Core Focus of School Education: Conceptualizing Indigenous Well-Being 79
10. 6 Meaning in Life: A Core Component of Human and Student Well-Becoming 100
11. 7 Well-Being of School Counsellors and School Psychologists 120
12. PART THREE Contextualizing Well-Being and Well-Becoming in Schools
13. 8 Well-Being in the Context of School Organizations 139
14. 9 Well-Being and Well-Becoming in Inner-City Schools: Supporting Students’Wholistic Flourishing in Inner-City Communities 159
15. 10 Developmental Evaluation as a Tool for Promoting Well-Being in Schools: A Case Study 178
16. 11 A Complex Adaptive Systems Approach to Well-Becoming in Schools 197
17. PART FOUR Curricularizing Well-Being and Well-Becoming in Schools
18. 12 Finding Meaning in Life through School Mathematics 219
19. 13 Making Meaning of Science Curriculum through Ecojustice and Place-Based Education: Looking through the Lens of Well-Being and Well-Becoming 235
20. 14 Kitchen Table and Greenbelt Writers: Flourishing Writing in English Language Arts and Beyond 254
21. 15 Conclusion: Where to Go from Here 271
22. Index 281