In recent years education has become increasingly perceived as an
area of risk. A number of highly publicized incidents have
heightened awareness of the potential dangers to be found in
teaching institutions. 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 address
this gap, discussing the relevance of risk discourses to
educational processes. They recognize that risk discourses
themselves (both academic and political) do not necessarily relate
to actual dangers within education and they examine the differences
between the risk narratives of expert and layperson, teacher and
student, practitioner and academic. 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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