People and pedagogies : children's accounts of loving and mattering that shape their wellbeing in school
Abstract/Contents
- Abstract
- Over the last few decades, there has been a growing interest and advocacy of children's wellbeing around the world. To better understand and address the wellbeing of children in schools this study focuses on the perspectives of 121 students in six urban classrooms from two elementary schools serving mostly Brown and Black families from low-income communities. Findings revealed that the children in this study generally perceived school to be positive experiences according to survey responses, especially as they related to questions about school and life satisfaction, relationships, and health. Aspects of "Loving, " the quality of children's social relationship (Allardt, 1976; Konu & Rimpelä, 2002), appeared to be a particularly important aspect of their wellbeing with relationship-related items being the only survey category that produced strong correlation coefficients with children's overall satisfaction with life and with school. Further analysis of qualitative data, such as classroom observations and children's captured images and words, further supported and complexified the important role that people and school pedagogies had on their wellbeing, especially as they related to children's ability to exist as their full selves as well as to participate in community (e.g., "communal constructions") with their peers and with grown-ups in school. This study hopes to contribute to the larger discourse of children's wellbeing, school practices, and broadly to other disciplines concerned with improving children's lives, such as children's health, social work, and juvenile justice reform. It concludes by arguing that if grown-ups truly seek to promote children's wellbeing, they need to rethink what it means to love children and to advocate for children's mattering for their full intersectional identities, including their childhood.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2021 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Martin, Paolo Cancio |
|---|---|
| Degree supervisor | Aukerman, Maren (Maren Songmy) |
| Degree supervisor | Martínez, Ramón, 1972- |
| Thesis advisor | Aukerman, Maren (Maren Songmy) |
| Thesis advisor | Martínez, Ramón, 1972- |
| Thesis advisor | Garcia, Antero |
| Thesis advisor | Rosas, Lisa |
| Degree committee member | Garcia, Antero |
| Degree committee member | Rosas, Lisa |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Paolo C. Martin. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2021. |
| Location | https://purl.stanford.edu/gw532kb8052 |
Access conditions
- Copyright
- © 2021 by Paolo Cancio Martin
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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