What Means Well-being? Distinction of Two Discourses on Well-being: Conceptual and Theoretical Reflections

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The article offers a new contribution to an existing discussion about wellbeing in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.
Original languageEnglish
JournalNordic Studies in Education
ISSN1891-5914
Publication statusSubmitted - 29 Jan 2020

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