@techreport{oai:shiga-u.repo.nii.ac.jp:00009835,
 author = {Aspinall, Robert W},
 issue = {No. A-11},
 month = {Jul},
 note = {Technical Report, German sociologist Ulrich Beck’s concept of ‘Risk Society’ has recently been applied to 
the study of education systems in Western countries. The application of this concept can 
be classified into the following five categories: (1) ‘Risk’ as a positive concept in 
education; (2) ‘Risk’ as a negative concept in education; (3) Risk, individualization and 
education; (4) Risk, globalization and education; and (5) Risk, neoliberalism and 
education. This paper is divided into two parts. Part I discusses Risk Society theory and 
education under the above five categories in the case of the USA and Western Europe 
(the West) drawing on the recently published work of several sociologists and 
anthropologists. Part II is concerned with a discussion of the same five categories in the 
case of Japan. While there are certainly similarities in the way the debate on education 
reform is framed, the transformation of social issues into individual problems that one 
often finds in Western countries is not so evident in Japan with teachers, parents and 
education bureaucrats still preferring to see problems through the lens of group 
responsibilities and traditional relationships between young people and their adult 
superiors., CRR Discussion Paper, Series A, No. A-11, pp. 1-29},
 title = {Education and Risk : The Application of Risk Society Theory to the Study of Education Systems in Europe, America and Asia},
 year = {2014}
}