Toward the NGO-involved schooling: a study on teachers' risk perceptions and teachings

This paper focuses on revealing the ambivalent situations in teachers' risk perceptions and teachings. Three ambivalent situations are found. The first is that, although the teachers reported that collective-related risks are more important than personal-related risks, they are less active in gathering knowledge regarding collective-related risks. The second situation is that, although teachers try to supplement their teaching materials with more risk phenomena, this may just be in response to their occupational needs, rather than due to their moral reflexivity. The third ambivalent situation is that the competitive and individualized environment seems to limit the teachers' risk teaching. Based on these findings and other research, the author states that NGO-involved schooling might be a significant strategy to face the challenge of world risks in the neoliberal world.