The school in times of crisis: Projecting points to restore hope in post disaster contexts

Abstract

Contingent modernity can be described as the result of enlightened and industrialized modernity and hence bears the risk of being transformed into a condition of contemporary possibility. In this manner, risk appears as a social and historical construct permeating all fields of western culture, among them the field of education, which must be deconstructed from the emergency of uncertainty, which produces the catastrophe of the modern ideal. From this vein of ideas, the following text examines new conditions of opportunity for the school in a post-disaster context and the risks of future educational transformation.