Full Description
Bringing together the wellbeing sciences and teachers' professional practice in the humanities, this book demonstrates how humanities, English, and creative writing education can holistically improve student outcomes.
Researchers have shown that the humanities can play a pivotal role in helping educate young people to live meaningfully in society. Drawing on interdisciplinary research, editor Mathew A. White presents an education-informed approach to integrating wellbeing education concepts into humanities teaching practice. The chapters establish a new theoretical framework for the study of well-being education in the context of English and humanities classrooms and promote this interdisciplinary relationship with the long-term goal of supporting flourishing in schools.
Combining international work from the humanities, literary studies and education, this volume will be of great interest to pre- and in-service teachers and teacher educators.
Contents
PART 1: THEORETICAL FOUNDATIONS
Chapter 1: The Eudaimonic Turn in Schools - Positive Humanities, Wellbeing Education and the Case for Flourishing
Chapter 2: Aesthetics, Mental Health and the Politics of Attention
PART 2: TEACHING ENGLISH LITERATURE
Chapter 3: Reconceptualising Secondary School English Teaching for Flourishing - A Dialogic Approach
Chapter 4: Approaches to Dialogic Pedagogy in Secondary English Education - A Critical Examination of Literary Imagination and Flourishing
PART 3: TEACHING CREATIVE WRITING AND DRAMA
Chapter 5: Creative Writing - Grappling with Trouble or A Manifesto for Writing in the Polycrisis
Chapter 6: Stand-Up Comedy in the Classroom - Artistry and Wellbeing for High School Students
Chapter 7: Implications for Learning, Teaching and Research in Positive Humanities in Schools
