Journal article
(Re)conceptualising risk: what (seems to) work for at-risk students
Preprints, Vol.6(1), p.32
14/07/2016
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Abstract
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. This involves a synthesis and reformulation, based on epistemological standpoints, both explicit and implied, of the various researchers. Using as a lens the (various and varied) understandings of social justice and the goals of education (Gale & Densmore, 2000; 2003) I identify 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. I argue that programs ‘which simply seek to achieve change in the individual young people are doomed to failure’ (Stewart, 1998, 4) and 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’ (Stewart, 1998, 4).
Details
- Title
- (Re)conceptualising risk: what (seems to) work for at-risk students
- Creators
- David Zyngier - Monash University
- Publication Details
- Preprints, Vol.6(1), p.32
- Publisher
- MDPI
- Identifiers
- 991012979263202368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article