1. Introduction: why should we interrogate risk?
2. Historicizing risk in education discourse and practice
3. Federal education policy: examining risk and the category and label of the at-risk student
4. Preservice teachers: examining risk and the category and label of the at-risk student
5. In-service teachers: examining the risk and the category and label of the at-risk student
6. After the "at-risk" label: toward a critical standpoint of risk and a critical reorientation to risk in education policy and practice.
