‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk

Baak, Melanie; Stahl, Garth; Schulz, Samantha; Adams, Ben

doi:10.1080/02680939.2020.1859620

Cited by 12 publications

(3 citation statements)

References 47 publications

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“…This article draws on the findings of a study entitled Vulnerability, resilience and extremism: Investigating the restorative practice framework in CVE, which was funded by a local university and explored the impact of a small-scale, state-level grant funding of RJ training to counter potential ideologically driven extremist behaviour or violent acts in four schools (Baak et al, 2020). Implementation of the grant targeted four disadvantaged state schools (two rural (or remote), two metropolitan).…”

Section: Context and Methodsmentioning

confidence: 99%

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

Stahl

Baak

Schulz

et al. 2021

British Educational Res J

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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.

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Section: Context and Methodsmentioning

confidence: 99%

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

Stahl

Baak

Schulz

et al. 2021

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…This echoes how, for Bourdieu, dispositional structures of habitus are continual and less subject to change where dispositions contribute to, or reinforce, an individual’s perceptions of their social world. While the participants came from a variety of different professional backgrounds and a diverse array of training experiences (Table 1), we now focus on one shared disposition of the policy actor which seemed critical, which was caution and restraint (Baak et al, 2020), consistently being guarded and not prone to impulse.…”

Section: Dispositions In the Habitus Of Cve/pve Policy Actorsmentioning

confidence: 99%

“…This article presents findings from a small-scale research study exploring policy enactment and school-based approaches to CVE in one Australian state (Baak et al, 2020; Stahl et al, 2021). While the funding was referred to as CVE, it is more representative of what Stephens et al (2021: 346) call ‘soft-power approaches aim[ed] at intervention before violence occurs’ – or Preventing Violent Extremism (PVE).…”

Section: Introductionmentioning

confidence: 99%

A cautionary tale: CVE policy actors managing risk in Australian schools

et al. 2021

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There exists an unsettling relationship between Countering Violent Extremism (CVE) and formal schooling today that remains under-researched and largely unproblematized. This article draws on semi-structured interviews with state level policy actors as they implement a federally funded, small-scale grant to develop Restorative Practice in four Australian schools. The approach – as a form of Preventing Violent Extremism (PVE) – was intended to guard against student behaviours deemed ‘at risk’. The data suggest that policy makers are vigilant in conducting their work in relation to a conception of risk and draw on a repertoire of skills when operating in an ‘in-between’ space between federal prerogatives and local communities. Beck’s work on risk and Bourdieu’s notion of habitus inform the analysis. The article focuses on how the habitus of policy actors is brought into tension as they navigate the politicized space of their employment by focusing on four overlapping areas – evidencing the affective dimension, guarding against stigma, strategic use of language and coordinating institutions.

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Structure and agency in the development of education policies for refugee-background students

et al. 2022

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‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk

Cited by 12 publications

References 47 publications

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

A cautionary tale: CVE policy actors managing risk in Australian schools

Structure and agency in the development of education policies for refugee-background students

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