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

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.