This collection brings education scholars from Manitoba together to inquire into issues arising from the idea to make school education primarily about student well-being.

Thomas Falkenberg is a professor in the Faculty of Education at the University of Manitoba

Claudia Eppert, Associate Professor in the Faculty of Education, University of Alberta :
“This thoughtful, timely collection speaks compellingly to the critical importance of attending to well-becoming in Canadian school contexts. It vitally troubles narrow normative conceptions of well-being, and explores wholistic possibilities for human and nonhuman flourishing. Referencing Indigenous wisdom as well as various philosophies of education, and exploring such contexts as place-based education, counselling, language arts, mathematics, and science curricula, the authors insightfully illustrate that education at its heart entails enabling conditions for ethical, equitable, and ecological living. A generative read!”

Benjamin Kutsyuruba, Professor of Educational Leadership, Policy, and School Law, Queen’s University:
“This is a comprehensive resource drawing attention to the significance of deliberate attention to well-being and developing conceptual, contextual, and curricular foci on how schools can grow well-being in those involved in the education process. It is a timely and pivotal resource for scholars and practitioners in education who want to make a difference in those they serve and work with.”

Keith Walker, Professor of Educational Administration, University of Saskatchewan :
“An exceptional book This well-edited collection is comprehensive in terms of attention to theories, concepts, contextual sensibilities, and curricular considerations. The authors give highly articulate and school-relevant expressions to what it means to choose to place well-being and well-becoming at the core of educational moral purposes in the activities of schools and learning We are reminded of the profound importance of discourse on fundamental human longings for children and the critical role of educators and communities to foster learning, thriving, relationality, and becoming. Finally, there is vision casting, framing, and inspiration found from the first to the last chapter. I highly commend this book to scholars and practitioners.”