Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts
Seale, J., Nind, Melanie and Simmons, Ben (2012) Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts. Scandinavian Journal of Disability Research (In Press).
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In this paper we examine how positive risk taking for or by people with learning disabilities is talked about, conceptualised and enacted. We identify tensions and contradictions in positive risk taking discourses which we suggest is unhelpful in terms of clarifying for educational practitioners how positive risk taking might be implemented. We suggest that a conceptual framework that incorporates creativity and resilience might be helpful in terms of linking talk to practice. We then use this conceptual framework to offer two examples from special and inclusive education (Intensive Interaction and Learning without Limits) that illustrate how positive risk taking can be found in education practices. We conclude by arguing that conceptual frameworks such as the one proposed, when linked to pedagogical tools that emphasise professional judgement, offer one way to problematise and challenge current risk averse practices in education.
|Subjects:||H Social Sciences > HV Social pathology. Social and public welfare
L Education > LC Special aspects of education
|Divisions:||Faculty of Social and Human Sciences > Southampton Education School > Centre for Research in Inclusion (CRI)
|Date Deposited:||14 Jun 2012 12:59|
|Last Modified:||27 Mar 2014 20:22|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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