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Service Provider and “No Accident”: A Study of Teachers’ Discipline Risk from the Perspective of Risk Society

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  • Penghui Hu

    (School of Sociology, Huazhong University of Science and Technology, Wuhan 430074, China)

  • Shasha Du

    (Department of Social and Cultural Studies, Party School of C.P.C. Jiangsu Committee, Nanjing 210009, China)

  • Guoxiu Tian

    (College of Teacher Education, Capital Normal University, Beijing 100048, China)

Abstract

Teachers face a high degree of risk when disciplining students in contemporary China. Under the guidance of risk society theory, based on a qualitative study of teachers at a county town high school in Southwest China, this paper finds that, in the context of shifting responsibility for education from family to school and inequal risk distribution system in school, teachers become a primary risk taker. The culture of the teacher as a service provider with unlimited responsibilities and the institution of “No Accident” in daily management supported by schools and local government is constructing the sense of risk in teachers. The consequences of risky events are unbearable for teachers in most cases, so they have to adopt limited discipline strategies with a focus on risk avoidance. Reconceptualizing cooperative family–school relations and constructing a reasonable risk allocation mechanism in school would be the keys to eliminating teachers’ conception of discipline risk.

Suggested Citation

  • Penghui Hu & Shasha Du & Guoxiu Tian, 2023. "Service Provider and “No Accident”: A Study of Teachers’ Discipline Risk from the Perspective of Risk Society," Sustainability, MDPI, vol. 15(5), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:4434-:d:1085209
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    References listed on IDEAS

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    1. Lu, Yi & Shi, Xinzheng & Zhong, Songfa, 2018. "Competitive experience and gender difference in risk preference, trust preference and academic performance: Evidence from Gaokao in China," Journal of Comparative Economics, Elsevier, vol. 46(4), pages 1388-1410.
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