Too much, too young? Teachers’ opinions of risk education in secondary school geography

ABSTRACT

Ecological and social risks are part of life on Earth, and yet they have increased during the late modern era due to environmental change and rising inequality. People who are well-educated are better able to plan for and respond to risk, both individually and collectively. Geography teachers’ perceptions are critically analysed to examine the contemporary approach to risk education. There can be drawbacks of focusing on risks, including the emphasis on negative futures that could dissuade students from engaging with relevant issues. However, a range of advantages of risk education include engagement with important issues and concepts; learning about practical responses to relevant risks; higher order inquiry-based learning into societal issues; supporting resilience in students; and assistance with personal and democratic decision-making. The teachers’ narratives on risk education are used to frame a critical discussion on the roles of the formal education system to prepare students for uncertain futures. The teachers recognised the need for more risk education to prepare students for a second modernity, but cautioned that teaching and learning approaches must focus on appropriate, relevant issues to provide opportunities to imagine and enact hopeful futures.

KEYWORDS:

• Risk
• geography
• teaching
• engagement
• resilience
• South Australia

Acknowledgments

The author would like to thank the Geography Teachers Association of South Australia, and the Geography teachers themselves, for their support of this research.

Disclosure statement

No potential conflict of interest was reported by the author.