期刊論文
Changing school cultures for mental wellbeing in Hong Kong: The potential of pedagogic practices that take power into account
- Changing school cultures for mental wellbeing in Hong Kong: The potential of pedagogic practices that take power into account
-
- Tang, L The University of Liverpool
- Tsui, P F The Hong Kong Polytechnic University
- Shum, Angie K Y The University of Hong Kong
- Leung, W G University College London
- Lung, Daniel W M The University of Hong Kong
- Ng, P S H.K.S.K.H. Primary School Counselling Service, Hong Kong
- Leung, Kenus P Y The University of Hong Kong
- Yip, Paul S F The University of Hong Kong
- Critical Public Health, 33(4), 472-484, 2023
- Taylor & Francis
- 2023
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- School-based programs are recommended by the World Health Organization (WHO) to promote mental health for young people. However the effectiveness of such programs varies, and there are multi-level challenges to embedding mental health education in schools. Further, critical scholarship has focused on the ways in which such programs can contribute to neoliberal goals, rather than empowering students meaningfully. Our research used focus group interviews to capture the perspectives and experiences of teachers and children participating in a school-based program in Hong Kong. We applied Bernstein’s theory of pedagogic practices to analyze the interview data, in particular the concepts of boundaries and framing. We identified rigid boundaries between classrooms, the wider school, and home. Boundaries between academic and wider learning, and between school leaders and teachers, hindered cultural change towards mental wellbeing in schools. The program in this study reduced boundaries between students, and between students and teachers. This enhanced students’ communication, and bonding with peers and teachers. School culture about mental health education was found to have weak framing, with students having more influence on the learning process in this program than they currently do in other subjects. We argue that understanding boundaries and framing underpins development of better pedagogic practices in mental health education. When rooted in careful analysis of power relationships with school cultures, mental health promotion is not necessarily aligned with dominant values in society that privilege academic success over wellbeing. School-based programs can provide co-learning spaces for teachers and students, that encourage learning about mental health. © 2023 Informa UK Limited.
-
- 英文
- 期刊論文
-
- 09581596
- https://bibliography.lib.eduhk.hk/tc/bibs/908efedb
- 2024-07-11
最近的期刊論文
Learning strategies for Chinese character handwriting by CSL students in international schools期刊論文
Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour期刊論文
Language choice and code-switching in bilingual children’s interaction under multilingual contexts: Evidence from Mandarin-English bilingual preschoolers期刊論文
Pathways to early science literacy: Investigating the different role of language and reading skills in science literacy among early primary school children期刊論文
Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education期刊論文
ADPS: A prescreening tool for students with dyslexia in learning traditional Chinese期刊論文
Advertising a school’s merits in Hong Kong: Weighing academic performance against students whole-person development期刊論文
The effects of generative AI on initial language teacher education: The perceptions of teacher educators期刊論文