Risk and Our Pedagogical Relation to Children

Stephen J. Smith is Associate Professor at Simon Fraser University.

• AcknowledgmentsPart I. Locating a Pedagogy of Risk1. IntroductionVenturing Onto the PlaygroundRedefining RiskThe Structure of the StudyPedagogical ConsiderationsPart II. An Awareness of Risk2. The Place of RiskThe Safety of the PlaygroundThe Supervision of ChildrenThe Observation of ChildrenRisky Situations3. The Silence of RiskAn Approach of SilenceA Silent ProcedureThe Unspoken GroundA Silent TrustPart III. A Responsiveness to Risk4. The Atmosphere of RiskThe Texture of RiskModes of PresencePedagogical PresencePlayground Atmosphere5. The Challenge of RiskThe DareEncouragementWays OutLimits of Challenge6. The Encounter with RiskApprehensionBecoming MindfulSensing DangerLetting GoPart IV. The Educational Significance of Risk7. The Practice of RiskTricksRepetitionPracticeBeing in Practice8. The Possibility of RiskThe Playing FieldBeyond the PlaygroundTowards a Curriculum9. Practical InsightsPractical Ways of ActingPractical Ways of BeingConclusionNotesBibliographyIndex

"This is an exemplary illustration of phenomenological writing! As the phenomenon of risk is opened up through a wonderful sense of questioning and examples of being with children in places where risk shows itself, we are led to encounter ourselves as educators, parents and curricularists. We are nudged to recall our own childhoods and rethink that tensionality between holding back and letting go in the child's experience of taking risks on playgrounds and in other risky places. I like where this journey through the places, silences and practices of risk takes us pedagogically. The author shows children who show us our pedagogical invitation. A pedagogy of risk is a delightful connection." — Francine Hultgren, University of Maryland