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Risks
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Risk in Education and Schools Pedagogical, Organizational, Financial and Social...
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Risk in Education and Schools Pedagogical, Organizational, Financial and Social Aspects

A special issue of Risks (ISSN 2227-9091).

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 8467

Special Issue Editors

Prof. Dr. Antonio Portela Pruaño

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education, University of Murcia, Murcia, Spain
Interests: educational leadership; educational management; teacher professional development; teacher professionalism; leaving school early; alternative education
Special Issues, Collections and Topics in MDPI journals
Dr. Roman Dorczak

E-Mail Website
Guest Editor
Institute of Public Affairs, Faculty of Management and Social Communication, Jagiellonian University, Kraków, Poland
Interests: educational leadership; educational management; school organizational culture; cooperation between schools and social services; psychological aspects of management and leadership
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Gert Biesta, an influential scholar in the field of education, has highlighted once again that education “always entails a risk” (e.g., Biesta, 1999, p. 212; 2013, p. x; 2020, p. 102). However, the available literature linking both issues is not commensurate, with such pervasiveness of risk in education and, hence, schools. Rather, there is a paucity of studies directly focused on the link between risk and education. Research on this topic is likely to enlarge our understandings of risk and education.

This Special Issue aims to build on the insights gained from previous studies, to extend this knowledge and to explore new avenues of research. With the view to cover a wide range of relevant topics, we specifically seek contributions that address connections between risk and education (and schools). We also seek contributions focused on risks specifically associated with education and schools. Reviews and conceptual as well as empirical contributions are welcome.

Dr. Antonio Portela Pruaño
Dr. Roman Dorczak
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Risks is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • risk behavior relevant to education and schools
  • risk aversion and risk tolerance among students, teachers, school leaders, and parents
  • risk and trust in school
  • educational innovations and risk
  • risk management in schools
  • students at risk
  • youth at risk
  • teacher and student agency and risk
  • risk society and education
  • risk and ethics in education

Published Papers (3 papers)

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Research

18 pages, 1640 KiB  
Article
Using School Systems as a Hub for Risk and Disaster Management: A Case Study of Greece
by Stavros Kalogiannidis, Ermelinda Toska, Fotios Chatzitheodoridis and Dimitrios Kalfas
Risks 2022, 10(5), 89; https://doi.org/10.3390/risks10050089 - 20 Apr 2022
Cited by 24 | Viewed by 3779
Abstract
The link between climate change and growing poverty levels makes communities more vulnerable to catastrophes, reducing community resilience to disaster consequences. Development practitioners, planners, and researchers must find novel techniques to build community resilience in the face of an ever-growing hazard in such [...] Read more.
The link between climate change and growing poverty levels makes communities more vulnerable to catastrophes, reducing community resilience to disaster consequences. Development practitioners, planners, and researchers must find novel techniques to build community resilience in the face of an ever-growing hazard in such a circumstance with a spectrum of risk and catastrophe. As a result, the focus of this study was on how school systems, as significant social institutions, might effectively minimize disaster risk in communities. People’s standards, beliefs, and behaviors are greatly influenced by societal institutions. After the family, the school is the second most significant socializing institution, in charge of shaping people’s attitudes, knowledge, behaviors, specialized skills, and values in order to ensure social conformity. The prospect of using school systems to increase catastrophe risk reduction in poor areas of Greece was specifically addressed in this study. The study confirmed that the school curriculum has a positive and significant relationship with disaster risk management. Many advantages are realized, according to the research, if catastrophe risk mitigation is made a priority in Greece’s educational systems. Learning about ideas such as civil protection and incorporating disaster risk management into school curricula are both viewed as vital in enhancing disaster risk management. Full article
(This article belongs to the Special Issue Risk in Education and Schools Pedagogical, Organizational, Financial and Social Aspects)
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14 pages, 592 KiB  
Article
Establishing Intergenerational Relationships in Unlikely Collaborative Educational Contexts
by Pedro Moreno Abellán, Silvia Martínez de Miguel López and Juan Antonio Salmerón Aroca
Risks 2022, 10(3), 49; https://doi.org/10.3390/risks10030049 - 25 Feb 2022
Cited by 1 | Viewed by 2299
Abstract
This work presents a project called “ESium Project”, whose main objective is to create new spaces for social participation and a relationship between two different age groups: the young Social Education students and the elderly. It has a double purpose: to promote that [...] Read more.
This work presents a project called “ESium Project”, whose main objective is to create new spaces for social participation and a relationship between two different age groups: the young Social Education students and the elderly. It has a double purpose: to promote that reciprocal space for cooperation and interaction in a way that avoids the risk of disengagement and to promote a professional perspective. Target students will become future professionals who will also work with the elderly collective. Furthermore, a research-action method aims to make the participants protagonists of the educational actions that are carried out by using qualitative techniques as essential strategies for the work of collectives. Not only do the results regard the intergenerational stereotypes, they also show the assessment of the satisfaction by the involved participants, the international acknowledgement of the educational activity developed, and the possibility to use this in other contexts. In this way, it can be concluded that there is a need to tackle intergenerationally in teacher education from a wide-open inclusive perspective to take advantage of senior talent and innovation. Full article
(This article belongs to the Special Issue Risk in Education and Schools Pedagogical, Organizational, Financial and Social Aspects)
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13 pages, 634 KiB  
Article
Parents’ Expectations about Educational Institutions during the Pandemic: Results of Nationwide Questionnaire Research in Poland
by Agnieszka Szczudlińska-Kanoś, Małgorzata Marzec and Bożena Freund
Risks 2022, 10(1), 7; https://doi.org/10.3390/risks10010007 - 01 Jan 2022
Cited by 1 | Viewed by 1484
Abstract
(1) Background: The coronavirus pandemic has highlighted the problem of combining work and private life. The pandemic conditions have turned out to be particularly difficult for parents who, due to changes in the organization of the education system, have been forced to reconcile [...] Read more.
(1) Background: The coronavirus pandemic has highlighted the problem of combining work and private life. The pandemic conditions have turned out to be particularly difficult for parents who, due to changes in the organization of the education system, have been forced to reconcile their professional duties with the raising of childcare. Thanks to the recommendations for cooperation between schools and parents proposed in this study, it will be possible to reduce the risk and uncertainty of achieving common goals of the education system. (2) Methods: In the preparation of nationwide research, a questionnaire was provided to a sample of 10,331 respondents, including 7800 professional parents, in a trial form before a transition to the study of children. (3) Results: The analysis of the data showed that educational institutions should shape their activities based on cooperation with the family environment of children. (4) Conclusions: Educational institutions can help working parents in times of increased uncertainty. Parents reported that in caring for children, it would be helpful to operate educational institutions in stationary mode. Moreover, they expect increases in extracurricular and extra-curricular activities. Full article
(This article belongs to the Special Issue Risk in Education and Schools Pedagogical, Organizational, Financial and Social Aspects)
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