In this chapter I consider some of the reasons why wellbeing has become a policy priority for schools. I discuss the role of the Organisation for Economic Cooperation and Development (OECD) in promoting wellbeing agendas in nations and states. I note how the OECD mostly seem interested in compiling statistics on wellbeing. This is in contrast to Nussbaum, who is not opposed to wellbeing measurement but nonetheless believes the focus should be placed on creating wellbeing capabilities. The chapter is pulled together via a consideration of the role of the teacher in creating wellbeing capabilities in schools.
|Title of host publication||Wellbeing, Education and Contemporary Schooling|
|Number of pages||15|
|Publication status||Published - 23 Aug 2017|
- capability approach