Literaturnachweis - Detailanzeige
| Autor/in | Zyngier, David |
|---|---|
| Titel | (Re)conceptualising Risk: Left Numb and Unengaged and Lost in a No-Man's-Land or What (Seems to) Work for At-Risk Students |
| Quelle | In: International Journal of Inclusive Education, 15 (2011) 2, S.211-231 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| Schlagwörter | Social Justice; Constructivism (Learning); At Risk Students; Social Influences; Empowerment; Student Participation; Resilience (Psychology); Equal Education; Access to Education; Democratic Values; Student Diversity; Foreign Countries; Cultural Relevance; Transformative Learning; Australia |
| Abstract | 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.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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