This volume provides a critical narrative inquiry into the learning experiences of adults and children at a Community School in Canada. It tells the story of a closely connected family of people living and learning together, combining activities such as learning to read and write with unconventional learning experiences such as trick riding, rodeo competitions, and yoga and meditation practices. Through the lens of holistic education and critical pedagogy, the author draws on interviews with students and teachers at the alternative school, as well as her own autoethnographic experience, to build out a full picture of the experience and dynamics of the school. This critical and holistic schooling narrative aims to explore assumptions about alternative schooling and highlight ways in which modern mainstream schools can be challenged to be different in the post-pandemic era. It will be of interest to scholars, researchers, and postgraduate students with interests in experiential education, alternative education, narrative inquiry, critical theory, and holistic theory.

The instinct to “want” is present from the start of life, as we all yearn for our first nourishment at birth. “Want” possesses an unquenchable appetite that relentlessly drives us towards the satisfying flavour of success. The insatiable desire for success is an aggressive force that compels us to pursue our dreams relentlessly. Our wants in our life keeps pushing us forward, shaping our actions, goals and feeding our hunger for success. The power of want for family, happiness, productivity, genuine friendships, good fortune, good health, spiritual support, self-confidence, or self-care is inherent in human behaviour. “Finding My Power of Want” by Tony J. Hebert examines how self-awareness, hard work, preparedness, and community support contribute to achieving one’s life goals. Even in the face of doubt and uncertainty, self-awareness serves as our guiding compass to stay on track. The concept of wealth accumulation is not heavily tied to want. Wanting good friends, a loving family, a successful career, and genuine happiness all play a role in one’s success in life. Hebert’s autobiography explores his life journey of discovering the power of want and how it contributed to his career and retirement success. Furthermore, he skillfully tells the story of his personal relationships beginning at age 8 that sparked this ability, offering guidance on how readers can harness their self-awareness to pursue their dreams and goals. The book further explores the power of community and personal ambition, as well as the heartbreaking emptiness that comes when your support system falls apart. Hebert’s book is dedicated to all those who made a positive impact on his life, such as coaches, cheerleaders, peers, family, mentors, neighbours, health and church leaders, and the countless volunteers who joined him in bettering their community. He names hundreds of them. “Finding My Power of Want” is an innovative study of human behaviour, using his personal experiences as a map to highlight its significance. This is a must-read for those who want to develop self-awareness and harness their personal power to achieve both their personal and community goals.

This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.

Starting from the premise that our health status, vulnerability to accidents and disease, and life spans – as individuals and communities – are determined by the organization, delivery, and financing (or lack thereof) of health care, this book explores how educators and community caretakers teach the complex web of inter-connection between the micro level of individual health and well-being and the macro level of larger social structures. Through the lenses of courses in anthropology, ESL, gerontology, management information systems, nursing, nutrition, psychology, public health, and sociology, the contributors offer examples of intergenerational and interdisciplinary practice, and share cutting-edge academic creativity to model how to employ community service learning to promote social change.

This original book makes a moral case for play as an essential role for character development, sparking curiosity, wonder, imagination, and teamwork beyond recess and throughout academia based on both library and school centered research in non-sectarian and faith-based K-12 institutions.

Help ELLs achieve success with an integrated, collaborative program! This resource provides a practical guide to collaboration and co-teaching between general education teachers and ESL specialists to better serve the needs of ELLs. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies, the authors help educators: Understand the benefits and challenges of collaborative service delivery Teach content while helping students meet English language development goals Choose from a range of collaborative strategies and configurations, from informal planning and collaboration to a co-teaching partnership Use templates, planning guides, and other practical tools to put collaboration into practice