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ERIC Number: EJ1124094
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1038-2046
Too Much, Too Young? Teachers' Opinions of Risk Education in Secondary School Geography
Bardsley, Douglas K.
International Research in Geographical and Environmental Education, v26 n1 p36-53 2017
Ecological and social risks are part of life on Earth, and yet they have increased during the late modern era due to environmental change and rising inequality. People who are well-educated are better able to plan for and respond to risk, both individually and collectively. Geography teachers' perceptions are critically analysed to examine the contemporary approach to risk education. There can be drawbacks of focusing on risks, including the emphasis on negative futures that could dissuade students from engaging with relevant issues. However, a range of advantages of risk education include engagement with important issues and concepts; learning about practical responses to relevant risks; higher order inquiry-based learning into societal issues; supporting resilience in students; and assistance with personal and democratic decision-making. The teachers' narratives on risk education are used to frame a critical discussion on the roles of the formal education system to prepare students for uncertain futures. The teachers recognised the need for more risk education to prepare students for a second modernity, but cautioned that teaching and learning approaches must focus on appropriate, relevant issues to provide opportunities to imagine and enact hopeful futures.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A