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ERIC Number: EJ919220
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 96
ISSN: ISSN-1360-3116
(Re)conceptualising Risk: Left Numb and Unengaged and Lost in a No-Man's-Land or What (Seems to) Work for At-Risk Students
Zyngier, David
International Journal of Inclusive Education, v15 n2 p211-231 2011
This review of current research into at-risk programmes serves to categorise and characterise existing programmes and to evaluate the contribution of these programmes 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, the author identifies three sometimes overlapping and sometimes contesting standpoints in relation to at-risk students, characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. It is argued that a critical transformative understanding of risk may deliver improved outcomes for young people by challenging "the school context in which the young people are located". (Contains 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia