Uncertainty in the school playground: shifting rationalities and teachers’ sense-making in the management of risks for children with disabilities
Uncertainty in the school playground: shifting rationalities and teachers’ sense-making in the management of risks for children with disabilities
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学校操场的不确定性：残疾儿童风险管理中理性和教师意识的转变
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
G. Naughton
中科院分区：
文献类型：
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作者：
G. Spencer;A. Bundy;S. Wyver;Michelle A Villeneuve;P. Tranter;Kassia S. Beetham;Jo Ragen;G. Naughton
最近的理论辩论强调了为应对危险和风险管理方法而采取的相互竞争的风险逻辑和不同的理性。然而，人们对不确定性的概念以及它如何影响感知风险的了解相对较少。此类争论是在将风险作为日常实践的一部分进行管理的背景下展开的。学校环境提供了一个例子，说明在保护主义对儿童福祉和安全的担忧占主导地位的情况下，不断协商风险。这种保护主义担忧对于残疾儿童来说尤其明显，因为对能力有限的假设使儿童的日常游戏体验变得复杂和结构化。根据悉尼游乐场项目的调查结果，在本文中，我们旨在揭示学校工作人员在应对儿童玩耍中的不确定时刻时所感受到的不适。我们报告了 2014 年 10 月至 2015 年 9 月期间从两所学校收集的定性数据，这些数据使用了儿童游戏的视频观察以及教师对在线游戏风险容忍度的反应。我们的研究结果指出了教师在管理未知事物时所运用的相互竞争的逻辑和意义建构形式。我们的分析探讨了学校工作人员（重新）制定风险策略的方式，这种重新制定解释了他们在操场上的作为（或不作为），以及这些策略如何受到对专业责任的担忧的支持。他们的反应将风险定位在残疾儿童身上，而不是游戏活动本身。应对不确定性的另一种方法可以通过动员信任话语来实现，其中“放手”为儿童提供了本能地承担风险的机会。
Recent theoretical debates highlight the competing risk logics and varying rationalities mobilised in response to dangers and approaches to risk management. Yet the concept of uncertainty, and how it informs perceived risks, is relatively less well understood. Debates of this kind are illuminated in contexts where risks are managed as part of everyday practice. The school setting provides an example of a context in which risks are continuously negotiated amidst dominant protectionist concerns about children’s well-being and safety. Such protectionist concerns are particularly pronounced for children with disabilities, as assumptions about limited capabilities complicate and structure the everyday play experiences for children. Drawing on findings from the Sydney Playground Project, in this article we aim to unpack the felt discomfort experienced by school staff in their responses to uncertain moments in children’s play. We report qualitative data collected from two schools between October 2014 and September 2015 using video observations of children’s play and teachers’ responses to an online Tolerance of Risk in Play Scale. Our findings point to the competing logics and forms of sense-making operationalised by teachers to manage the unknown. Our analysis explored the ways in which risk strategies were (re)framed by school staff and such reframing explained their action (or inaction) in the playground and how these were underpinned by concerns about professional accountabilities. Their responses located risks within the child with disabilities, rather than the play activity itself. Another approach to uncertainty can be achieved by mobilising a discourse of trust in which ‘letting-go’ offers children opportunities to reflexively engage in risk-taking.
影响因子：
4.2
作者：
Cohn, Michael A.;Fredrickson, Barbara L.;Brown, Stephanie L.;Mikels, Joseph A.;Conway, Anne M.
通讯作者：
Conway, Anne M.