Table of Contents
Table of Contents
Preface: The Infrastructures of Schooling Define Where We Are and Where We Go
(Benjamín Zufiaurre and Maider Pérez de Villarreal, Public University of Navarra, Spain)
Introduction: What About School Education to Prepare Humans for a Balanced Sustainable World?
(Benjamín Zufiaurre, Public University of Navarra, Spain)
Section I: Positive Pedagogies in Action
Introduction to Section I: Positive Pedagogies in Action
(Doris Santos, National University of Colombia, Colombia)
Chapter 1
Creating a Niche for Critical Pedagogical Praxis
(Kathleen Mahon, Charles Sturt University, Wagga Wagga, Australia)
Chapter 2
Pedagogical Praxis and Storytelling: Promoting Educational Change through Participation
(Doris Santos, Universidad Nacional de Colombia, Colombia)
Chapter 3
Gender Consciousness: Personal Pedagogy and Political Activism
(Miriam David, University College London, United Kingdom)
Section II: Positive Psychology in Practice
Introduction to Section II: Positive Psychology in Practice
(Raquel Albertín, Flow Foundation, Barcelona, Spain)
Chapter 4
Affect, Emotion Regulation and Flow Experience in School and Leisure: Contributions for a Positive Education
(Teresa Freire and Dionisia Tavares, School of Psychology, University of Minho, Portugal)
Chapter 5
Hope, Engagement and Achievement at School: How Enhancing Hope can Increase School Commitment and Success?
(Yann Delas, Charles Martin-Krumm, Fabien Fenouillet and Jean Heutte, CREAD – EA– UEB, Rennes, France, and others)
Chapter 6
School as a Positive Organization: Teacher Training on Positive Pedagogies
(Raquel Albertín and Antonio Ventura-Traveset, Flow Foundation, Barcelona, Spain)
Section III: Practical Experiences to Frame our Positive Pedagogy Proposals
Introduction to Section III: Practical Experiences to Frame our Positive Pedagogy Proposals
(Benjamín Zufiaurre and Raquel Albertín, Public University of Navarra, Spain, and others)
Chapter 7
Inclusive Education: A Frame for Positive Changes in South Africa
(Anna J. Hugo, University of South Africa, South Africa)
Chapter 8
Teaching Sciences Positively
(Maider Pérez de Villarreal, Public University of Navarra, Spain)
Chapter 9
Involvement and Well-Being: A Micro School Experience
(Yolanda Alonso, Sarriguren Public School, Pamplona, Spain)
Index
This book is of interest mainly to the field of educational professions: infant, elementary and secondary teachers, university lecturers, professors and associate professors. It is good to manage in Masters programs (the University of Aarhus (DK) has one – there are others related to Health and Welfare). It is also be useful for public administration, school advisors, inspectors and government professionals at the time of managing the design of the curriculum, all those who are interested in applying positive psychology techniques for welfare and to improve the performance of students and citizens.
