Education publications

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Browsing Education publications by Author "Adams, B."

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    ‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk
    (Informa UK, 2021) Baak, M.; Stahl, G.; Schulz, S.; Adams, B.
    In the field of preventing and countering violent extremism (P/CVE) schools have an important role to play, but precisely how policy actors and educators should best respond to extremism within their schools remains uncertain. Reporting on data from a broader study, this article draws on semi-structured interviews with three participants. The participants were working as policy intermediaries responsible for implementing a federally funded, small-scale grant to develop a program in four Australian schools intended to guard against student behaviours deemed ‘at risk’ of leading to violent extremism. Investigating the strategies and negotiations of these policy intermediaries, we demonstrate the politicization of policy enactment in the field of P/CVE. We draw on Beck’s work to understand the discourses of risk that underpin the P/CVE space and to focus on the strategic negotiations of these policy intermediaries as responses to various forms of risk. The findings contribute to understandings of ‘risk management’ in a neoliberal state particularly in the development and enactment of policy in education, through a focus on how policy intermediaries operate in an ‘in-between’ space between federal prerogatives and local constraints.
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    "You fight your battles and you work out how you're going to change": the implementation, embedding and limits of restorative practices in an Australian rural community school
    (Taylor & Francis (Routledge), 2024) Stahl, G.; Schulz, S.; Baak, M.; Adams, B.
    Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP approach in an effort to change both the culture of the school and the culture of the wider community. To better inform our understanding regarding how RP was implemented, we focus on two overlapping dimensions – informing practice and embedding practice – before reflecting critically on some of the issues and limitations involved with using RP as a means of combating structural inequality.