Résumés
Abstract
The purpose of this study was to explore how teacher practitioners in a Canadian middle school perceive students’ experiences of well-being in student-led service learning projects (SLPs). Through semistructured interviews, we explored five school practitioners’ accounts of how SLPs contributed to student relating and functioning in a well-being context. The themes identified demonstrate how well-being can be deliberately integrated within curricular aspects of schooling, and how student well-being can be enhanced as well as enriched when practitioners include well-being as an aim. We conclude that although students may encounter discomfort in the planning and implementation of SLPs, they provide authentic opportunities to develop student voice and autonomy, which can make education more meaningful to them.
Keywords:
- Well-being,
- service learning projects,
- voice and empowerment,
- experiential learning
Résumé
Le but de cette étude était d’explorer comment les enseignantspraticiens dans une école intermédiaire canadienne percevaient le bienêtre de leurs élèves dans des « student-led service learning projects » (SLP). À l’aide d’entretiens semi-structurés, nous explorons comment les SLP favorisent les relations et le fonctionnement des élèves dans un contexte de bien-être. Les thèmes identifiés démontrent comment le bien-être peut être délibérément intégré aux aspects curriculaires de l’éducation et comment le bien-être des élèves peut être amélioré et enrichi lorsqu’on intègre le bien-être comme objectif. Nous concluons qu’en dépit de moments difficiles lors de la planification et de l’exécution des SLP, ces activités offrent des occasions réelles pour développer l’autonomie des élèves, ce qui rend l’éducation plus significative pour eux.
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Parties annexes
Biographical notes
Jennifer Watt
is an assistant professor at the University of Manitoba in the Faculty of Education. Her research focuses on the complexities of how literacies contribute to the well-being and well-becoming of students, teachers, and communities in and out of schools. Watt focuses on the potential of place writing and place walking to forge holistic and justice-focused relationality. In her most recent work, Watt is exploring how popular media can be a catalyst for discussing and dispersing difficult knowledge about gender-based sexual violence in K–12 schools.
Heather Krepski
is a faculty member at the University of Winnipeg in the Faculty of Education. Her research focuses on children’s well-being / becoming in schools, educational equity, ethics in education, and children’s autonomy / agency rights. In her work on the distribution of the goods and opportunities for well-being in schools, Krepski argues that students are entitled to greater participation rights in the decisions about their own well-being. She is a member of the Well-Being and Well-Becoming in Schools in Canada research initiative and is currently working on several projects about children’s well-being in Canada.
Rebeca Heringer
is an assistant professor in the Department of Child and Youth Study at Mount Saint Vincent University. Her main academic teaching and research expertise revolves around (forced) migrations and subsequent exclusions, oppressions, and inequities in education; anti-racism and inclusive education; culturally responsive teaching; education as/for/through well-being; philosophical foundations of education; and research ethics / anti-oppressive research methodologies.
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Parties annexes
Notes biographiques
Jennifer Watt
est professeure adjointe à l’Université du Manitoba, au sein de la Faculté d’éducation. Ses recherches portent sur les subtilités du rôle que jouent les compétences littéraires dans le bien-être et le devenir des élèves, des enseignants et des communautés, à l’intérieur et à l’extérieur des écoles. Watt s’intéresse au pouvoir de l’écriture liée aux lieux et de la marche afin de forger une relationalité holistique et axée sur la justice. Dans ses travaux les plus récents, Watt explore comment les médias populaires peuvent servir de catalyseur pour discuter et diffuser des connaissances difficiles sur la violence sexuelle fondée sur le genre dans les écoles de la maternelle à la 12e année.
Heather Krepski
est membre du corps professoral de l’Université de Winnipeg, au sein de la Faculté d’éducation. Ses recherches portent sur le bien-être et le devenir des enfants à l’école, l’équité pédagogique, l’éthique en éducation, ainsi que sur les droits d’autonomie et d’agence des enfants. Dans ses travaux sur la répartition des biens et des opportunités pour le bien-être dans les écoles, Krepski soutient que les élèves ont droit à une plus grande participation dans les décisions concernant leur propre bien-être. Elle est membre de l’initiative de recherche « Well-Being and Well-Becoming in Schools in Canada » et travaille actuellement sur plusieurs projets concernant le bien-être des enfants au Canada.
Rebeca Heringer
est professeure adjointe au département des études sur l’enfance et la jeunesse à l’Université Mount Saint Vincent. Ses principales compétences académiques en enseignement et en recherche portent sur les migrations (forcées) et les exclusions, oppressions et iniquités qui en résultent dans le domaine de l’éducation ; l’antiracisme et l’éducation inclusive ; l’enseignement culturellement adapté ; l’éducation en tant que/pour/par le bienêtre ; les fondements philosophiques de l’éducation ; ainsi que l’éthique de la recherche et les méthodologies de recherche anti-oppressives.