Childhood and youth have been beset with risks at all times and in all geographic and cultural environments. What is perceived, discussed, described and investigated as a risk, however, is subject to considerable change over time. This shows in its specific effects on educational practices, institutions, theories, and political measures. The focus of this book is a look at the historical development, shaping, and construction of risk elements in childhood and youth and their pedagogical implications and effects. This issue is being approached and explored from different angles: There are the restrictions, controls, dangers and constraints affecting children in their physical, psychological and social development. There are the ideas and conceptions of education struggling for moral and social dominance at the individual and societal level. And there are the dangers and threats posed by children and youths themselves.
