Wallace Foundation Distinguished Lecture Education for Flourishing
Building Initiatives and Partnerships for More Just and Sustainable Futures
Datos Bibliográficos
| ID | 9735217 |
|---|---|
| Autores | W R Penuel (0000-0001-7096-6669, University of Colorado Boulder, Boulder, CO, autor de correspondencia) |
| Año | 2025 |
| Fecha de publicación | 2025-10-30 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251386404 |
| OpenAlex | W4415696515 |
| Idioma | EN |
| Referencias citadas | 45 |
In this article, I develop the idea that education can be organized for flourishing—that is, learning together how to act and engage with the world to create a more just, sustainable future for all. Flourishing is a collective process that involves cultivating care and compassion, engaging in dignity-affirming interactions, and repairing relationships among people, institutions, and subject matter. I share how three initiatives are working to build systems for flourishing: engaging youth in fugitive wellness practices, strengthening families’ meaningful connections to schools, and nurturing compassionate educators. These efforts have been cocreated and sustained within research-practice partnerships that offer models for how we can together create, repair, and sustain relationships with people, lands, and waters in just educational futures
Flourishing · Foundation (evidence · Futures contract · Process (computing · Subject (documents · Digital Education and Society · Indigenous and Place-Based Education · Posthumanist Ethics and Activism
Fugitive Pedagogy
Compassion interventions
Conjecture Mapping
Rethinking Race and Power in Design-Based Research
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
Mindfulness training and reductions in teacher stress and burnout
Multilevel Boundary Crossing in a Professional Development School Partnership
Meditation Increases Compassionate Responses to Suffering
Finding consensus on well-being in education
Re-orienting education toward ‘flourishing’ through education policy
Educational intimacy
Can we design for healing in the learning sciences
Humanizing Co-design through attention to educators’ affective and relational experiences
Reconfiguring science education through caring human inquiry and design with pets
Conceptions and Practices of Equity in Research-Practice Partnerships
Teacher empathy and students with problem behaviors
Rethinking flourishing
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings
Cultural resonance
Re-Mediating Current Activity for the Future
Circles de confianza
Losing an arm’
Dignity-Affirming Care in Research-Practice Partnerships
Transforming the Role of RPPs in Remaking Educational Systems
Rethinking Learning
What is the opposite of speciesism? On relational care ethics and illustrating multi-species-isms
Matters of participation
Chicana/LatinaTestimonios
Telling to Live
Indigenous Economics
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |