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Pedagogies of Well-Being: Disciplinary and Moral Concerns

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Bibliographic Details
Title: Pedagogies of Well-Being: Disciplinary and Moral Concerns
Language: English
Authors: Neha Miglani (ORCID 0000-0003-3152-3026)
Source: Anthropology & Education Quarterly. 2026 57(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Well Being, Social Emotional Learning, Moral Values, Intervention, Self Management, Foreign Countries
Geographic Terms: India
DOI: 10.1111/aeq.70052
ISSN: 0161-7761
1548-1492
Abstract: Worldwide, emphasis on student well-being and interventions like social emotional learning has necessitated investigations around its pedagogies. Taking the example of "Happiness Class" in India, I show that pedagogies of well-being in this context are deeply intertwined with disciplinary and moral concerns. In conversation with Foucauldian and Herbartian notions of discipline, I highlight some of the dangers of SEL interventions and argue that a Foucauldian critique is necessary but not sufficient for educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496122
Database: ERIC
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  Data: Worldwide, emphasis on student well-being and interventions like social emotional learning has necessitated investigations around its pedagogies. Taking the example of "Happiness Class" in India, I show that pedagogies of well-being in this context are deeply intertwined with disciplinary and moral concerns. In conversation with Foucauldian and Herbartian notions of discipline, I highlight some of the dangers of SEL interventions and argue that a Foucauldian critique is necessary but not sufficient for educational settings.
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      – SubjectFull: Well Being
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