In recent years education has become increasingly perceived as an area of risk. A number of highly publicized incidents have heightened awareness of the potential dangers to be found in teaching institutions. Although there is now a substantial conceptual literature on risk and the meaning of the risk society, such ideas have not to date been rigorously applied to the educational sector. The authors of this innovative volume address this gap, discussing the relevance of risk discourses to educational processes. They recognize that risk discourses themselves (both academic and political) do not necessarily relate to actual dangers within education and they examine the differences between the risk narratives of expert and layperson, teacher and student, practitioner and academic. This book will greatly interest both sociologists and educationalists interested in the interaction between education and contemporary trends in society.
Contents: Theoretical Considerations of Risk: Risk, education and
culture: interpreting danger as a dynamic, culturally situated process,
Andrew Hope; Knowledge, risk and existentialism, Paul Oliver; Risk and
education: a distortion of reality, Linda Eastwood and Chris Ormondroyd;
Risk, education and postmodernity, Paul Oliver. Case Studies in Risk and
Education: 'Moral Panic', internet use and risk perspectives in educational
organizations, Andrew Hope; Schooling, actuarialism and social exclusion:
using the education system to serve the broader political purposes of law and
order, Simone Bull; Young peoples attitudes to drug education, Matthew
Pearson; Risks and uncertainties in vocational education in Africa, Nkongho
Arrey Arrey-Ndip; Risk management in school based design and technology, Jeff
Knox; Higher education in further education - a risky business or too good to
miss, Freda Bridge; Work-based learning and its associated risk, Gwendolen
Bradshaw; Educating for risk: how social work degree students prepare to
practise as social workers, Ros Day; Knowledge capture, knowledge rendering
and knowledge use in a metropolitan fire service, Trevor Austin; Negotiating
risks in career development, Charles P. Chen; Diversity, risk, excellence and
the public good in education, Kay Adamson; Educating about donor
insemination: managing risky identities in donor insemination, Catherine
Donovan and Nigel Watson; Index.
Dr Andrew Hope, Department of Sociology, University of Sunderland, UK and Dr Paul Oliver, School of Education and Professional Development, The University of Huddersfield, UK.
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