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Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students

Faculty of Education, Monash University, Wellington Rd, Clayton, VIC 3800, Australia
Academic Editors: Richard Harris and Carol Fuller
Received: 14 July 2016 / Revised: 22 December 2016 / Accepted: 21 February 2017 / Published: 16 March 2017
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
This review of current research into ‘at-risk’ programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs 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, three sometimes overlapping and sometimes contesting standpoints are identified in relation to ‘at-risk’ students; they are characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. I argue that a critical transformative understanding of ‘at-risk’ may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’. View Full-Text
Keywords: student risk; social justice; critical pedagogy student risk; social justice; critical pedagogy
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MDPI and ACS Style

Zyngier, D. Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students. Soc. Sci. 2017, 6, 32.

AMA Style

Zyngier D. Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students. Social Sciences. 2017; 6(1):32.

Chicago/Turabian Style

Zyngier, David. 2017. "Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students" Social Sciences 6, no. 1: 32.

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