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Soc. Sci. 2017, 6(1), 32; doi:10.3390/socsci6010032

Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students

Faculty of Education, Monash University, Wellington Rd, Clayton, VIC 3800, Australia
Academic Editors: Richard Harris and Carol Fuller
Received: 14 July 2016 / Revised: 22 December 2016 / Accepted: 21 February 2017 / Published: 16 March 2017
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
View Full-Text   |   Download PDF [418 KB, uploaded 16 March 2017]   |  

Abstract

This review of current research into ‘at-risk’ programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students ‘at-risk’ from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. Using as a lens the (various and varied) understandings of social justice and the goals of education, three sometimes overlapping and sometimes contesting standpoints are identified in relation to ‘at-risk’ students; they are characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. I argue that a critical transformative understanding of ‘at-risk’ may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’. View Full-Text
Keywords: student risk; social justice; critical pedagogy student risk; social justice; critical pedagogy
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Zyngier, D. Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students. Soc. Sci. 2017, 6, 32.

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