Troubling notions of risk
Dissensus, dissonance, and making sense of students and learning
Bibliographic Data
| ID | 12905904 |
|---|---|
| Authors | Walter S Gershon (0000-0002-7251-8103, Kent State University, corresponding author) |
| Year | 2012 |
| Volume | 53 |
| Issue | 3 |
| Pages | 361-373 |
| Publication date | 2012-08-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2012.704881 |
| OpenAlex | W2013758231 |
| Language | EN |
| Citations received | 5 |
| References cited | 30 |
This article troubles constructions of ‘at-risk students.’ Utilizing Rancière's discussion of dissensus, the author first argues that what is at risk are not students but contemporary common sense notions of schooling. From this perspective, students' labeled as ‘at risk’ ways of knowing and being that interrupt ideas and ideals about the purpose and function of schooling. In order to make this argument, the author links Rancière and others' discussions of the importance of dissensus to questions of sense-making, the dangers of resonance in consensus, and the possibilities in the dissonance of dissensus. These assertions are then further complicated by the assertion that education is a necessarily risky endeavor and that all students should be placed at risk of learning. Understanding all students as at risk is significant as it simultaneously provides a space for students' complex constellations of identity to be treated with dignity in learning experiences and creates a less punitive context in which differences are less likely to be conceptualized as deficits
Aesthetics · Argument (complex analysis · Assertion · Cognitive dissonance · Context (archaeology · Epistemology · Function (biology · Identity (music · Sociology · Critical Race Theory in Education · Critical Theory and Political Philosophy · Global Educational Policies and Reforms · Psychology · Social Psychology
Official Knowledge
Social Capital and Dropping Out of High School
Other People's Children
Student Social Class and Teacher Expectations
Learning to Labor
Ways with Words
Between Good and Ghetto
Thinking about and Enacting Curriculum in Frames of War
Other people's children
Toward a Critical Race Curriculum
The Political Life of Sensation
Learning Lessons
Breaking the consensus in educational policy reform
Opportunity and resignation within marginalised students
Urban Public High School Teachers’ Beliefs about Science Learner Characteristics
Validating Social and Cultural Capital of Hyperghettoized At-Risk Students
Sound and Sentiment
"At-Risk" Chicano Students
"Students "at Risk
The Queer Art of Failure
Culture as Disability
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,45 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |