Preventing violent extremism
Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools
Bibliographic Data
| ID | 11159294 |
|---|---|
| Authors | Garth D Stahl (0000-0002-1800-8495, University of Queensland Brisbane Australia, corresponding author), Melanie Baak (0000-0002-0745-1352, University of South Australia Adelaide Australia), Samantha Schulz (0000-0002-3458-3617, Flinders University), Sam Schulz (Flinders University Adelaide Australia), Ben Adam (0000-0001-9471-3914, University of South Australia Adelaide Australia), Ben Adams (0000-0002-8922-1381), Andrew Peterson (0000-0002-0811-3515, University of Birmingham UK) |
| Year | 2021 |
| Volume | 47 |
| Issue | 5 |
| Pages | 1177-1193 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3720 |
| OpenAlex | W3142821459 |
| Language | EN |
| Citations received | 8 |
| References cited | 36 |
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio‐economically disadvantaged communities
Best practice · Criminology · Disadvantaged · Negotiation · Political science · Public relations · Sociology · Terrorism · Violent extremism · Education Discipline and Inequality · Law · Migration, Health and Trauma · Terrorism, Counterterrorism, and Political Violence
Students’ empathy in the context of extremist risks
“You fight your battles and you work out how you’re going to change”
Adverse childhood experiences, education, and involvement in terrorist violence
If you don’t have rapport, you haven’t got anything really”
Teaching strategies for engaging socially disadvantaged students in the classroom
Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
Restorative practices for preventing/countering violent extremism
A cautionary tale
Preventing violent extremism through education
Radical Skin, Moderate Masks
Globalizing Education Policy
Social and civic education in an age of extremisms
Local service provision to counter violent extremism
Muslim communities, counter-terrorism and counter-radicalisation
I Am a Muslim Not an Extremist”
The Muslim problematic
Mediatizing educational policy
We have to be really careful’
Education, Security and Intelligence Studies
Security, Extremism and Education
Securitisation, Counterterrorism and the Silencing of Dissent
Securitising Education to Prevent Terrorism or Losing Direction
Interdisciplinary Perspectives on Restorative Justice
Neither Villains Nor Victims
Risk society
Qualitative Research Designs
Educating Against Extremism
Youth Resilience to Violent Extremism
Young Blood
Notes to the Underground
Education, Poverty and Terrorism
Poverty, minority economic discrimination, and domestic terrorism
Muslim Citizenship in Everyday Australian Civic Spaces
Countering violent extremism, governmentality and Australian Muslim youth as 'becoming terrorist
The deradicalisation of education
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |