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Regimes of risk: the need for a pedagogy for peer groups
journal contribution
posted on 2004-03-01, 00:00 authored by Chris HickeyChris Hickey, L FitzclarencePeer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in our discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. We believe that within this individualizing framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion we juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity.
History
Journal
Asia-Pacific journal of teacher educationVolume
32Issue
1Pagination
49 - 63Publisher
CarfaxLocation
London, EnglandPublisher DOI
ISSN
1359-866XeISSN
1469-2945Language
engNotes
Online Publication Date: 01 March 2004Publication classification
C1 Refereed article in a scholarly journalCopyright notice
2004, Taylor & FrancisUsage metrics
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