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Fear in Education

Research output: Contribution to Journal/Magazine › Journal article

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Fear in Education. / Jackson, C.
In: Educational Review, Vol. 62, No. 1, 2010, p. 39-52.

Research output: Contribution to Journal/Magazine › Journal article

Harvard

Jackson, C 2010, 'Fear in Education', Educational Review, vol. 62, no. 1, pp. 39-52. https://doi.org/10.1080/00131910903469544

APA

Jackson, C. (2010). Fear in Education. Educational Review, 62(1), 39-52. https://doi.org/10.1080/00131910903469544

Vancouver

Jackson C. Fear in Education. Educational Review. 2010;62(1):39-52. doi: 10.1080/00131910903469544

Author

Jackson, C. / Fear in Education. In: Educational Review. 2010 ; Vol. 62, No. 1. pp. 39-52.

Bibtex

@article{12baf7e2802b4701b48aafebc8c95ed9,
title = "Fear in Education",
abstract = "Fear is powerful and pervasive in English schools and central to many education discourses. However, it has received very little focussed attention in the education literature, despite the increasing interest afforded to it in other disciplines. Understanding how fear works is extremely important as fear and wellbeing are inextricably linked. However, currently we are a long way from knowing how fear operates in education. In this paper I argue that it would be beneficial for educational researchers to focus more attention on the diverse and often contradictory ways that fears operate in education, and on how they are constructed and sustained. I illustrate the value of focussing on fear by considering two aspects of secondary education – academic and social “success” and “failure” – and exploring the ways that fears operate in these spheres.",
keywords = "fear, failure, anxiety, popularity",
author = "C. Jackson",
year = "2010",
doi = "10.1080/00131910903469544",
language = "English",
volume = "62",
pages = "39--52",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Fear in Education

AU - Jackson, C.

PY - 2010

Y1 - 2010

N2 - Fear is powerful and pervasive in English schools and central to many education discourses. However, it has received very little focussed attention in the education literature, despite the increasing interest afforded to it in other disciplines. Understanding how fear works is extremely important as fear and wellbeing are inextricably linked. However, currently we are a long way from knowing how fear operates in education. In this paper I argue that it would be beneficial for educational researchers to focus more attention on the diverse and often contradictory ways that fears operate in education, and on how they are constructed and sustained. I illustrate the value of focussing on fear by considering two aspects of secondary education – academic and social “success” and “failure” – and exploring the ways that fears operate in these spheres.

AB - Fear is powerful and pervasive in English schools and central to many education discourses. However, it has received very little focussed attention in the education literature, despite the increasing interest afforded to it in other disciplines. Understanding how fear works is extremely important as fear and wellbeing are inextricably linked. However, currently we are a long way from knowing how fear operates in education. In this paper I argue that it would be beneficial for educational researchers to focus more attention on the diverse and often contradictory ways that fears operate in education, and on how they are constructed and sustained. I illustrate the value of focussing on fear by considering two aspects of secondary education – academic and social “success” and “failure” – and exploring the ways that fears operate in these spheres.

KW - fear

KW - failure

KW - anxiety

KW - popularity

U2 - 10.1080/00131910903469544

DO - 10.1080/00131910903469544

M3 - Journal article

VL - 62

SP - 39

EP - 52

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 1

ER -