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Vulnerability, Extremism, and Schooling: Restorative Practices, Policy Enactment, and Managing Risk documents and analyzes efforts by educational policymakers to combat susceptibility to extremism within disadvantaged communities. Schools worldwide are increasingly enlisted in the efforts of nation-states to prevent or counter violent extremism. However, since extremism is a notoriously complex and difficult concept to define, attempts to counter violent extremism are inevitably entangled in issues of political and social power. Through the lens of affective governance—which refers to a style of governing emphasizing the emotional and psychological needs of citizens, as well as their sense of connection and belonging to their community—this book draws attention to how policy enactment can be closely aligned with government agendas revolving around the management of risk. The authors argue that extremism is closely tied to systemic marginalization and, while efforts to combat a susceptibility to extremism are important, so is a continual critique of such efforts. This is especially true when approaches are aimed at populations who are already marginalized.
Garth Stahl is associate professor in the School of Education at the University of Queensland. Ben Adams is research assistant in Education Futures at the University of South Australia. Melanie Baak is senior lecturer in Education Futures at the University of South Australia. Samantha Schulz is senior lecturer in the School of Education at the University of Adelaide.
Part I: Extremism and Schooling Chapter 1: Problematising Extremism in Schooling Chapter 2: New Challenges for Schools Part II: Studying Policy Enactment Chapter 3: Managing Risk in Neoliberal Times Chapter 4: Counteracting Extremism in Schooling Chapter 5: Solutions for Sale: State-Private Partnerships Part III: Future Directions Chapter 6: Implications for Policy and Practice
