Faculty of Education - Research Publications

Permanent URI for this collection

http://hdl.handle.net/11343/161

Filters

2021 - 2022 4
3 1
Reset filters

Settings
Statistics
Citations
Author: Oades, Lindsay × Author: Baker, Lisa ×

Search Results

Now showing 1 - 4 of 4
  • Item
    No Preview Available
    Well-being literacy: Language use as a way to contextualize the process of positive education
    Oades, L ; Hou, H ; Francis, J ; Baker, L ; Huang, L ; Allen, K-A ; Furlong, M ; Vella-Broderick, D ; Suldo, S (Routledge, 2022)
    The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning.
  • Item
    No Preview Available
    Wellbeing literacy and early childhood education
    Baker, LM ; Oades, LG ; Raban, B (Childforum Research Network, 2021)
  • Item
    No Preview Available
    Wellbeing literacy as an emancipatory and transformative capability
    Oades, LG ; Taylor, JA ; Francis, J ; Baker, LM ; White, MA ; McCallum, F (Routledge, 2021-05-19)
    Wellbeing Literacy (WL) is conceptualised as the habitual, intentional language use about and for the wellbeing of self and the wellbeing of others. It is language use capability, what we can be and what we can do, with language, for the sake of wellbeing of oneself or others. We argue that this capability can be transformative and emancipatory for individuals and communities, enabling one to live a life with value, freedom and wellbeing. Wellbeing literacy, and its six modes of communication, link well with existing literacy curriculum and structures within education systems. An opportunity exists amongst the crisis to change education broadly and, specifically, wellbeing and resilience education through the intentional use of language about and for wellbeing, during times of adversity and change. This chapter discusses wellbeing literacy, as a model and capability for transforming wellbeing and wellbeing education, both during and post the COVID-19 pandemic.
  • Item
    Thumbnail Image
    Wellbeing Literacy and Positive Education
    Oades, LG ; Baker, LM ; Francis, JJ ; Taylor, JA ; Kern, ML ; Wehmeyer, ML (Springer International Publishing, 2021)
    Wellbeing literacy is a capability involving the vocabulary and knowledge about wellbeing, and skills of communicating, via multimodal pathways, for the wellbeing of oneself and others, in a way that is context sensitive and intentional. Wellbeing literacy offers three key benefits. Firstly, it may orient our focus towards wellbeing capabilities and processes, allowing for measurement and consideration of factors enabling or blocking wellbeing development. Secondly, wellbeing literacy provides an avenue to integrate positive education into education systems, drawing on existing multimodal learning and teaching capacities and strengths, while addressing existing curriculum requirements. Thirdly, wellbeing literacy is contextually sensitive and applicable to individuals and the systems in which they exist. Importantly, wellbeing literacy may provide the essential conduit between wellbeing interventions and wellbeing outcomes, and thereby be a necessary component for creating and sustaining well lives, providing a common language to build wellbeing capabilities within schools and their communities.