Volume 4, Number 2 - October 2015


The notion of well-being in the New Zealand education system

This article engages with the notion of well-being in two ways: it explores how well-being is constructed and used in the two New Zealand national curriculum documents, Te Whāriki: He Whāriki Mātauranga Mō nga Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education [MoE], 1996) and the New Zealand Curriculum for English-medium Teaching and Learning in Years 1-13 (MoE, 2007); and how well-being is considered more broadly in the field of education and in relation to historical, philosophical traditions. This article aims not to make claims and statements about the role of well-being in (early childhood) education, but to encourage the reader to consider the importance of students’ well-being for educational theory and practice and to reflect on one’s own practice and role as educator to this end.

 

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