Introduction

In this chapter, we introduce key debates in philosophy, and beyond, in respect of wellbeing (in general, as this is how it has emerged in the literature) and attempt to unpack and deconstruct the concept of wellbeing in order to problematise and challenge the normalisation that has occurred. To this end, this chapter is theoretically focused, and at times conceptually challenging. We address the policy and practical application of these ideas in later chapters. There is also not a specific focus on schools or education in this chapter as the definitions of wellbeing as a concept are explored in the contexts in which theorists have described wellbeing (usually philosophical, medical and economic). Therefore, this chapter lays the foundations to engage in a critical examination of the roots of wellbeing, which will be developed and applied in later chapters.

A deconstructive approach has been used in order to foreground children's social and emotional wellbeing experiences as it allows a more ethical stance to be taken: ‘from a feminist poststructural perspective, resistant practices such as deconstructive talks make possible another form of power production – not only more emancipatory, but also more ethical and responsible’ (Dahlberg and Moss, 2005, p 111).

We do not seek any truth of wellbeing, nor do we intend to break down existing models in order to engage in a (re)making; but instead attempt to trace the history and development of the concept to address the questions in the Introduction about wellbeing as a concept. The ambition is to raise new questions; and describe the conditions for epistemological ‘smooth space’, as opposed to ‘striated space’ (Deleuze and Guattari, 2004), for new ways of thinking to emerge, where:

The ‘smooth space’ allows for greater ‘de-territorialisation’ (Deleuze and Guattari, 2009) of the concept, and for its components to be brought into focus in order that we may (re)consider them.