{"id":580,"date":"2024-11-20T21:27:39","date_gmt":"2024-11-20T21:27:39","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=580"},"modified":"2024-11-20T21:31:03","modified_gmt":"2024-11-20T21:31:03","slug":"ecv2024-438","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-438\/","title":{"rendered":"ECV2024-438 – Conceptualising risk-taking in educational settings for enabling pedagogies of courage"},"content":{"rendered":"\t\t
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Presentation - ECV2024-438<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Conceptualising risk-taking in educational settings for enabling pedagogies of courage<\/h1>\n

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Mandy<\/strong> Cooke<\/strong>, Deakin University, Australia (mandy.cooke@deakin.edu.au)<\/p>\n

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Background: <\/strong>Despite education discourses promoting risk-taking as a positive character trait, Australia has been identified as one of the most risk-averse countries in the developed world. This begs the question, why are Australians so risk averse? One reason may be a lack of common language and understanding of risk-taking and an absence of risk-taking culture in Australian educational settings.<\/p>\n

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Aims: <\/strong>To understand how risk-taking is\/is not included in Australian curriculum documentation and introduce the terms pedagogical risk-taking and pedagogies of courage as a framework for helping build a culture of risk-taking in educational settings.<\/p>\n

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Method:<\/strong> Document analysis of the Early Years Learning Framework and the Victorian Curriculum.<\/p>\n

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Results:<\/strong> The analysis reveals some positive inclusions and concerning silences regarding the terms risk, risky play and risk-taking; e.g., risky play for children is encouraged in the Early Years Learning Framework but there is no evidence of this in the Victorian Curriculum. There is no evidence of promoting risk-taking for educators.<\/p>\n

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Conclusions:<\/strong> Common language and shared understanding will enable a culture of risk-taking in Australian educational contexts \u2013 and provide a solid foundation for Australians to become courageous contributors to a socially just society.<\/p>\n

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Implications for children and families:<\/strong> You will benefit by having a deeper understanding of risk-taking in educational contexts, thus helping you to develop risk-taking skills and courage that will be beneficial throughout your life.<\/p>\n

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Implications for practitioners:<\/strong> You will have a common language to use with children and families so that you can work together to develop risk-taking skills and courage for children and in your own professional practice.<\/p>\n

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Key words<\/strong>: education, innovation, well-being, risk, brave, courageous, agency, transformation<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n

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