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Living the paradox of risk – rethinking approaches to social justice in education
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Avdelningen för rektorsutbildning. (Research Unit for Studies in Educational Policy and Educational Philosophy (STEP), Utbildning och Demokrati)ORCID-id: 0000-0002-6628-3360
Örebro University. (Education and Democracy)ORCID-id: 0000-0002-0481-1586
2020 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In this paper, we elaborate on the notion of risk in relation to social justice in education. Firstly, we discuss two opposing discourses on risk: education as “risk-free” – in which eliminating risk is an aim for education, and education as “risk-full” – in which risk is a condition of education. Secondly, we argue both discourses on risk, when framed as either/or, may miss the target of social justice. Instead, we propose viewing risk as a paradox: both taking risks of violence seriously and embracing risk to enable social change. By opening up for teachers the possibility of living within the paradox of risk, we create a space for responsibility and action toward social justice.

sted, utgiver, år, opplag, sider
2020.
Emneord [en]
risk, paradox, violence, social justice
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:uu:diva-399140OAI: oai:DiVA.org:uu-399140DiVA, id: diva2:1377929
Konferanse
AERA, American Educational Research Association (SIG-Philosophical Studies in Education) San Fransisco, USA, April 17-21, 2020.
Tilgjengelig fra: 2019-12-13 Laget: 2019-12-13 Sist oppdatert: 2019-12-13

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