A Quiet Revolution? Reflecting on the Potentiality and Ethics of Mindfulness in a Junior School

Autor/inn/en	Crawford, Andrea; Joseph, Stephen; Sellman, Edward
Titel	A Quiet Revolution? Reflecting on the Potentiality and Ethics of Mindfulness in a Junior School
Quelle	In: British Journal of Educational Studies, 69 (2021) 2, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Andrea) ORCID (Joseph, Stephen) ORCID (Sellman, Edward)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1791795
Schlagwörter	Ethics; Metacognition; Well Being; Intervention; Educational Benefits; Neoliberalism; Educational Philosophy; Privatization; School Role; Criticism; Cultural Context; Student Attitudes; Teacher Attitudes; Audiences; Integrity; Elementary School Students; Elementary School Teachers; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Bildungsertrag; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Privatisation; Privatisierung; Kritik; Schülerverhalten; Lehrerverhalten; Spectator; Zuschauer; Integrität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This article examines the potentiality, acceptability and ethical considerations of a mindfulness-based intervention (MBI) for supporting pupils' mental well-being in a junior school. To date, research has predominantly focused on the psychological or behavioural benefits of MBIs rather than broader and more philosophical issues of implementation. The findings reported in this article are positioned alongside recent debates critiquing the neoliberal agenda of 'privatising' well-being and downplaying the role of the institution and its cultural context. The study synthesises the perspectives of pupils and teachers to provide more in-depth insights into the everyday realities of MBIs in educational contexts. The study highlights and critically examines the inherent ethical dilemmas of implementing MBIs in contexts that include vulnerable and conscripted audiences in particular. As such, this article argues the case for those individuals involved in developing, administering and/or advocating MBIs to acknowledge these ethical dilemmas with greater transparency and integrity and consider the aims of MBIs in relation to their potential instrumental or holistic possibilities and processes of 'schoolification'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01