Restorative Practices for Preventing/Countering Violent Extremism: An Affective-Discursive Examination of Extreme Emotional Incidents

Autor/inn/en	Schulz, Samantha; Baak, Melanie; Stahl, Garth; Adams, Ben
Titel	Restorative Practices for Preventing/Countering Violent Extremism: An Affective-Discursive Examination of Extreme Emotional Incidents
Quelle	In: British Journal of Sociology of Education, 42 (2021) 8, S.1227-1245 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schulz, Samantha) ORCID (Baak, Melanie) ORCID (Stahl, Garth) ORCID (Adams, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1993789
Schlagwörter	Violence; Prevention; Antisocial Behavior; Ideology; Terrorism; Social Capital; Emotional Response; Social Attitudes; Program Effectiveness; School Personnel; Foreign Countries; Public Schools; School Culture; Conflict Resolution; Social Development; Educational Environment; Student Behavior; Elementary Secondary Education; Punishment; Justice; Discipline; Minority Groups; Racial Bias; Ethnicity; Social Bias; Working Class; Socioeconomic Influences; Gender Bias; Australia + Suchen Sie Ihr Suchwort? Gewalt; Prävention; Vorbeugung; Ideologie; Terrorismus; Sozialkapital; Emotionales Verhalten; Social attidude; Soziale Einstellung; Schulpersonal; Ausland; Public school; Öffentliche Schule; Schulkultur; Schulleben; Conflict solving; Konfliktlösung; Konfliktregelung; Soziale Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Bestrafung; Gerechtigkeit; Disziplin; Ethnische Minderheit; Racial discrimination; Rassismus; Ethnizität; Arbeiterklasse; Sozioökonomischer Faktor; Geschlechterstereotyp; Australien
Abstract	Schools worldwide are increasingly enmeshed in discourses of securitisation. Efforts to prevent or counter violent extremism (P/CVE) are a manifestation of this. P/CVE in education takes various forms; the pilot explored here is considered super-soft in that no mention was made of violent extremism. Attention was given to schools' capacities to enhance social cohesion through Restorative Practices (RP) -- a method for building social capital. We use an affective-discursive lens to explore how affects/emotions are caught in a dispositif of governance fundamental to efforts to regulate youth through this method. Specifically, we focus on extreme emotional incidents that highlight norms and practices in which violence and emotions are entangled, which expose limits and implications of RPs. While holding promise for transcending punitive disciplinary methods, we argue that RPs rely on logics that limit how violence is understood, locating violent problems within the problem bodies of marginalised youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01