In recent years education has become increasingly perceived as an
area of risk. A number of highly publicised incidents have
heightened awareness of the potential dangers to be found in
teaching intuitions. Although there is now a substantial conceptual
literature on risk and the meaning of the risk society, such ideas
have not to date been rigorously applied to the educational sector.
The authors of this innovative volume, first published in 2005,
address this gap, discussing the relevance of risk discourses of
educational processes. This book will greatly interest both
sociologists and educationalists interested in the interaction
between education and contemporary trends in society.
General
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