The Beautiful Risk of Moving Toward Pedagogies of the Possible

Beghetto, Ronald A.; Glăveanu, Vlad Petre

doi:10.1007/978-3-030-91618-3_2

The Palgrave Handbook of Transformational Giftedness for Education 2022

DOI: 10.1007/978-3-030-91618-3_2

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The Beautiful Risk of Moving Toward Pedagogies of the Possible

Ronald A. Beghetto

Vlad Petre Glăveanu

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2022

2024

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Cited by 5 publications

(1 citation statement)

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“…The schema of deferred rewards (''if you learn, your time will come'') bears uncomfortable resemblance to what Beghetto and Gla˘veanu (2022) critique as the ''ponzi scheme'' underlying traditionally conceived education. The transactional ethos surrounding much of education today is rooted in meritocratic principles which prioritize individual accomplishment above all else.…”

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What if children are not the future? How to support educational possibility

Sobe

2023

Possibility Studies & Society

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This essay begins from the position that the planetspeak bromide “children are the future” has been banalized far past the point any usefulness. Despite the sensible attractiveness of teaching children well and letting them lead the way, the commonplace ad nauseam linking of children to the “future” has perverse disempowering effects. And, in our current moment of conjunctive global crises, it jeopardizes the future as it actually moves us away from—not toward—transformative pedagogies of the possible. This essay suggests ways to rescue educational possibility from narrow “children are the future” banalities.

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What if children are not the future? How to support educational possibility

Sobe

2023

Possibility Studies & Society

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Australian schooling policy: A risky proposition

Hardy

2024

Aust. Educ. Res.

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This article utilises recent Australian schooling policies and associated international educational policies as a stimulus to reflect on the extent to which schooling provides genuinely ‘educational’ opportunities for students. To do so, the article draws upon Gert Biesta’s notion of the ‘risk’ of education to analyse the extent to which recent and current key federal government policies in Australia, and significant OECD and UNESCO policies, seem to enable more educationally-oriented schooling. The article reveals that while there are multiple discourses at play in relation to federal government policies, the way in which these policies have become more ‘national’ in orientation, and the attendant prescriptive attention to ‘capturing’ students’ learning in more and more ‘precise’ ways, mitigate against the possibilities for more risk-responsive schooling opportunities for students. While educational policies are always open to contestation in their enactment, more economistic and managerial foci within these texts militate against more productive, ‘risky’, learning. As a consequence, Australian schooling policy is a ‘risky proposition’—not because it places students ‘at risk’ of harm but because it does not draw sufficiently upon notions of risk as a resource to inform educational provision in preparation for living in an uncertain world.

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Examining Transformational Giftedness Through the Lens of the Theory of Positive Disintegration: Where Do We Stand?

Limont,

Dreszer

2024

Roeper Review

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The Beautiful Risk of Moving Toward Pedagogies of the Possible

Cited by 5 publications

References 34 publications

What if children are not the future? How to support educational possibility

What if children are not the future? How to support educational possibility

Australian schooling policy: A risky proposition

Examining Transformational Giftedness Through the Lens of the Theory of Positive Disintegration: Where Do We Stand?

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