Toward the NGO-involved schooling: a study on teachers' risk perceptions and teachings

Teng Huang

Journal of Risk Research, 2012, vol. 15, issue 9, 1183-1199

Abstract: This paper focuses on revealing the ambivalent situations in teachers' risk perceptions and teachings. Three ambivalent situations are found. The first is that, although the teachers reported that collective-related risks are more important than personal-related risks, they are less active in gathering knowledge regarding collective-related risks. The second situation is that, although teachers try to supplement their teaching materials with more risk phenomena, this may just be in response to their occupational needs, rather than due to their moral reflexivity. The third ambivalent situation is that the competitive and individualized environment seems to limit the teachers' risk teaching. Based on these findings and other research, the author states that NGO-involved schooling might be a significant strategy to face the challenge of world risks in the neoliberal world.

Date: 2012
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/13669877.2012.713384 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jriskr:v:15:y:2012:i:9:p:1183-1199

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RJRR20

DOI: 10.1080/13669877.2012.713384

Access Statistics for this article

Journal of Risk Research is currently edited by Bryan MacGregor

More articles in Journal of Risk Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().