Vulnerability, Extremism, and Schooling: Restorative Practices, Policy Enactment, and Managing Risk

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

ISBN 10: 1666935158 / ISBN 13: 9781666935158

Published by Lexington Books, 2024

About this Item

Seller Inventory # I-9781666935158

Bibliographic Details

• Title: Vulnerability, Extremism, and Schooling: Restorative Practices, Policy Enactment, and Managing Risk
• Publisher: Lexington Books
• Publication Date: 2024
• Language: English
• ISBN 10: 1666935158
• ISBN 13: 9781666935158
• Binding: Hardcover
• Condition: New

About this title

Synopsis

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.

About the Author

Garth Stahl is an Associate Professor in the School of Education at the University of Queensland, Australia. His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity/ inequality, and social change. Currently, his research projects encompass theoretical and empirical studies of learner identities, sociology of schooling in a neoliberal age, educational reform and gendered subjectivities.