Next Article in Journal
Policy Discourses and Marginal Places: Histories of Environmental Democracy in India and Sweden
Previous Article in Journal
Smallholder Farmers’ Perceptions on Climate Change and the Use of Sustainable Agricultural Practices in the Chinyanja Triangle, Southern Africa
Previous Article in Special Issue
Why Take Young Children Outside? A Critical Consideration of the Professed Aims for Outdoor Learning in the Early Years by Teachers from England and Wales
Article Menu

Export Article

Open AccessFeature PaperReview
Soc. Sci. 2017, 6(1), 32;

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)
Full-Text   |   PDF [418 KB, uploaded 16 March 2017]   |  


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

Graphical abstract

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).

Share & Cite This Article

MDPI and ACS Style

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

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics



[Return to top]
Soc. Sci. EISSN 2076-0760 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top