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.

中文翻译：

---

预防暴力极端主义：澳大利亚学校的资源配置、利益相关者战略以及促进归属感和联系

打击暴力极端主义 (CVE) 仍然是国家和国际关注以及媒体关注的话题。在 CVE 领域，教育机构可以发挥重要作用，但教育工作者和政策制定者究竟应该如何最好地应对学校内的极端主义仍不清楚。本文借鉴了对在澳大利亚学校实施小规模国家资助赠款的多个利益相关者的采访，以通过发展恢复性司法 (RJ) 实践来防范导致暴力极端主义的行为。在突出他们的叙述时，我们通过抵制可能被认为是关于暴力或极端学生行为的表现和背后动机的“夸张”的主流叙述，提请注意协商 CVE 空间的复杂性。总结一下，