Akhgar / Wells / Blanco Investigating Radicalization Trends

Case Studies in Europe and Asia
1. Auflage 2019
ISBN: 978-3-030-25436-0
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 303 Seiten

Reihe: Security Informatics and Law Enforcement

This book provides a detailed insight into the complex dynamics of radicalization that are in play amongst contemporary society. The authors focus on understanding emerging trends and models that can be used to analyse and understand modern violent extremist and xenophobic discourse. The chapters cover multiple regions, providing a collective analysis of country-specific case studies for the formulation of best practices, recommendations and learning material. It is recommended that this book may serve as a compendium for practitioners, academics, teachers and students wishing to gain state-of-the art knowledge. Topics covered by the authors vary from hands-on practical information to tactical, operational, strategic and ethical guidance. This book provides a holistic, harmonized approach based upon European internal security strategies recognizing that internal security cannot be achieved in isolation from the rest of the world. Additionally, this material resonates with the EU's commitment to fight extremism in a rational manner, alongside promoting human rights, democracy, peace and stability within the EU Member States.Presents a comprehensive understanding of the interconnectivities and trends behind emerging radicalisation patterns;Features newest conceptual and practical knowledge to monitor, analyse and respond to radicalization around the world;Provides a comprehensive view into the methodologies for analysis, through visualizations, case studies and applications.  

Babak Akhgar is Professor of Informatics and Director of CENTRIC (Centre of excellence in terrorism, resilience, intelligence and organised crime research). Babak has more than 100 referred publications on security, OSINT, counter terrorism and cybercrime. He is principal investigator and technical lead in several multimillion Euros international security initiatives.  He has co-edited two books on intelligence management - Intelligence Management: Knowledge Driven Frameworks for Combating Terrorism and Organised Crime, and Strategic Intelligence Management: National Security Imperatives and Information and Communications Technologies. Prof Akhgar latest books are titled Cyber Crime and Cyber Terrorism, An investigators handbook and Application of Big Data for National Security are published by Elsevier. In addition to his scholarly activities; Prof Akhgar was trustee of Police National Legal Database (PNLD), board member of European Organisation for Security and member of SAS UK academic board.  Douglas Wells is a leading researcher of CENTRIC, specialising in subjects of domestic extremism, international terrorism and IR critical theory. Douglas graduated from Lancaster University with an MA in Conflict, Development and Security Studies, he is currently researching a PhD into UK police use of OSINT (Open Source Intelligence) towards domestic extremism. Despite his relatively young age, Douglas has taken on significant roles in multiple EU-funded projects for the DG-home and Horizon 2020 FP7 initiatives. Much of his work includes practical, primary research, such as involvement with extremist marches, interviews and recreating crime-scenes and other physical examples of radicalised behaviour. Jose Maria Blanco is a security expert working for Guardia Civil, Jose manages and oversees several critical areas such as; knowledge management, foresight and horizon scanning of international, national and homeland security, and, intelligence analysis. Jose holds two masters, one in Intelligence Analysis from Universidad Rey Juan Carlos, and another in Risk Prevention from INSHT, Madrid. In particular, his education has focused around Intelligence Cycles, Analysis Techniques, Foresight, Dissemination and Competitive Intelligence.  

Autoren/Hrsg.

Akhgar, Babak

Wells, Douglas

Blanco, José María

Inhaltsverzeichnis

1;Preface;7
2;Acknowledgements;9
2.1;People;9
2.2;Projects;10
2.3;Organisations;10
3;Contents;11
4;About the Editors;13
5;Chapter 1: Introduction;15
5.1;1.1 Contextual Challenges of Modern Radicalisation;15
5.2;1.2 Contributions to Overcoming CVE Challenges;18
5.3;1.3 Chapter Summary;19
5.3.1;1.3.1 Chapter 2: Security and European Polarisation;19
5.3.2;1.3.2 Chapter 3: The Radicalisation-Factor Model (RFM): Proposing a Framework for the Systematic Investigation and Modelling of Online Radicalisation;19
5.3.3;1.3.3 Chapter 4: The So-Called ‘Lone Wolf’ Phenomenon;19
5.3.4;1.3.4 Chapter 5: Cyber Intelligence Against Radicalisation and Violent Extremism;20
5.3.5;1.3.5 Chapter 6: Testing for Reliability of the TARGET Threat Analysis Instrument (TTAI): An Interdisciplinary Instrument for the Analysis of School Shooting Threats;20
5.3.6;1.3.6 Chapter 7: Counter-Radicalisation Strategies: An Analysis of German and French Approaches and Implementations;20
5.3.7;1.3.7 Chapter 8: Radicalisation: No Prevention Without ‘Juridicalisation’;20
5.3.8;1.3.8 Chapter 9: Countering Radicalisation in the United Kingdom: A Community-Based Approach;21
5.3.9;1.3.9 Chapter 10: Enhancing Community Resilience: Assessing the Role That Black, Asian and Minority Ethnic Law Enforcement (LEA) Staff Associations and Networks Can Play in the Fight Against Radicalisation;21
5.3.10;1.3.10 Chapter 11: The ‘Choice to Challenge’ Extreme Views in the Classroom? Counter-Radicalisation and the Prevent Agenda in the University Context;21
5.3.11;1.3.11 Chapter 12: Mothers’ Agency as an Alternative to the War on Terror;22
5.4;References;22
6;Chapter 2: Security and European Polarisation;24
6.1;2.1 Introduction;24
6.2;2.2 Ways in Which Polarisation Takes Place;26
6.2.1;2.2.1 Political Polarisation;26
6.2.2;2.2.2 Social Polarisation;27
6.2.3;2.2.3 Economic Polarisation;28
6.2.4;2.2.4 Technological and Information Polarisation;29
6.3;2.3 Security and European Polarisation;32
6.4;2.4 Addressing the Polarisation in Europe;36
6.5;2.5 Conclusions;38
6.6;References;38
7;Chapter 3: The Radicalisation-Factor Model (RFM): Proposing a Framework for the Systematic Investigation and Modelling of Online Radicalisation;41
7.1;3.1 Introduction;41
7.2;3.2 Defining Radicalisation;43
7.3;3.3 The Radicalisation-Factor Model;45
7.4;3.4 Application of the Framework;48
7.5;3.5 Conclusions;49
7.6;References;50
8;Chapter 4: The So-Called ‘Lone Wolf’ Phenomenon;52
8.1;4.1 Introduction;52
8.2;4.2 Case Studies;54
8.2.1;4.2.1 German Case Study: Anis Amri;54
8.2.2;4.2.2 Canadian Case Study: Marc Lépine;55
8.2.3;4.2.3 US Case Study: Ted Kaczynski;56
8.2.4;4.2.4 Norwegian Case Study: Anders Behring Breivik;57
8.2.5;4.2.5 Russian Case Study: Dmitry Vinogradov;58
8.2.6;4.2.6 Tunisian Case Study: Seifeddine Rezgui Yacoubi;58
8.3;4.3 Findings;59
8.4;4.4 Discussion;61
8.5;References;63
9;Chapter 5: Cyber Intelligence Against Radicalisation and Violent Extremism;65
9.1;5.1 Introduction;65
9.2;5.2 Concepts;66
9.2.1;5.2.1 Radicalisation Online;66
9.2.2;5.2.2 Cyber Intelligence;68
9.3;5.3 A Cyber Intelligence Process to Tackle Radicalisation Online;70
9.3.1;5.3.1 Cybersecurity Models Applied;70
9.3.1.1;5.3.1.1 The Cyber Kill Chain;71
9.3.1.2;5.3.1.2 The Diamond Model;72
9.3.2;5.3.2 Countering Violent Extremism Models;74
9.3.3;5.3.3 Model Proposed;76
9.4;5.4 Designing Cyber CVE Evidence-Based Policies;78
9.5;5.5 Conclusions;87
9.6;References;87
10;Chapter 6: Testing for Reliability of the TARGET Threat Analysis Instrument (TTAI): An Interdisciplinary Instrument for the Analysis of School Shooting Threats;91
10.1;6.1 Introduction;91
10.2;6.2 Current Approaches for the Evaluation of the Seriousness of a Threat;93
10.3;6.3 The TARGET Threat Analysis Instrument (TTAI);95
10.3.1;6.3.1 Structure of the TTAI;96
10.3.1.1;6.3.1.1 Offence;98
10.3.1.2;6.3.1.2 Unit A: Information About Recent Threat;99
10.3.1.3;6.3.1.3 Unit B: Information About Previous Threats;100
10.3.2;6.3.2 Interrater Reliability (IRR);101
10.4;6.4 Method;101
10.4.1;6.4.1 Raters;101
10.4.2;6.4.2 Materials;102
10.4.3;6.4.3 Procedure;102
10.4.4;6.4.4 Statistical Analyses;103
10.5;6.5 Results;103
10.5.1;6.5.1 IRR Testing Phase 1;104
10.5.2;6.5.2 IRR Testing Phase 2;104
10.6;6.6 Discussion;104
10.7;6.7 Limitations;106
10.8;6.8 Implications and Future Directions;106
10.9;References;107
11;Chapter 7: Counter-Radicalisation Strategies: An Analysis of German and French Approaches and Implementations;111
11.1;7.1 Introduction;111
11.2;7.2 Insights from Previous Research;114
11.3;7.3 Data and Methods;116
11.4;7.4 Findings;118
11.4.1;7.4.1 Germany;118
11.4.1.1;7.4.1.1 Socio-Legal and Policy Discourses and Developments;118
11.4.1.2;7.4.1.2 Implementations on the Ground;119
11.4.2;7.4.2 France;121
11.4.2.1;7.4.2.1 Socio-Legal and Policy Discourses and Developments;121
11.4.2.2;7.4.2.2 Implementations on the Ground;122
11.5;7.5 Discussion and Conclusion;124
11.6;References;128
12;Chapter 8: Radicalisation: No Prevention Without ‘Juridicalisation’;133
12.1;8.1 Correctionalism, Monitoring and Deradicalisation;133
12.2;8.2 The Historical Perspective;135
12.2.1;8.2.1 The Common Passion for Profiling;136
12.3;8.3 The Contradictions in Current Prevention;139
12.3.1;8.3.1 Prevention and Deradicalisation Tools;139
12.3.2;8.3.2 Risks for Criminal and Intelligence Analysis;149
12.3.3;8.3.3 Security and Intelligence First?;150
12.3.4;8.3.4 When Risk Assessments Replace the Law;156
12.4;8.4 Divorce Between Prevention and Law;164
12.4.1;8.4.1 Prevention of Radicalisation: Quality of the Law and Predictability of Measures;164
12.4.1.1;8.4.1.1 Prohibition of Interference;167
12.4.1.2;8.4.1.2 Quality of the Law;167
12.4.1.3;8.4.1.3 Foreseeability;168
12.4.2;8.4.2 Quality of the Law;169
12.4.3;8.4.3 Predictability and Risk of Abuse;169
12.4.4;8.4.4 Procedural Defects;171
12.4.5;8.4.5 Risk of an Institutional Mess;172
12.4.6;8.4.6 Rights of Radicalisation Suspects;175
12.5;8.5 Discussion;180
12.6;References;185
13;Chapter 9: Countering Radicalisation in the United Kingdom: A Community-Based Approach;189
13.1;9.1 Introduction;189
13.2;9.2 Contextual Analysis: Muslim Communities in the UK;192
13.2.1;9.2.1 Western Views Toward Muslims;193
13.3;9.3 Radicalisation: A Conceptual Confusion;195
13.3.1;9.3.1 Problematising the Concept of Radicalisation;197
13.4;9.4 Radicalisation: A Conceptual Framework;198
13.4.1;9.4.1 The Root Causes of Radicalisation;198
13.4.2;9.4.2 Religious Influence and Ideologies;199
13.4.3;9.4.3 Political Justifications;201
13.4.4;9.4.4 Socio-Political Discrimination;202
13.5;9.5 Community-Based Resilience: A Response to Radicalisation;204
13.5.1;9.5.1 Section One: A Denial of Popular Support and Ideological Legitimacy;205
13.5.2;9.5.2 Section Two: Winning Hearts and Minds;207
13.5.3;9.5.3 Section Three: Integration and Connection with Non-integrative Enclaves;210
13.6;9.6 Discussion;214
13.7;References;215
14;Chapter 10: Enhancing Community Resilience: Assessing the Role That Black, Asian and Minority Ethnic Law Enforcement (LEA) Staff Associations and Networks Can Play in the Fight Against Radicalisation;225
14.1;10.1 Introduction;225
14.2;10.2 Defining Community Resilience;227
14.2.1;10.2.1 Community Capabilities;229
14.2.2;10.2.2 Cultural Competence;230
14.3;10.3 Engaging Communities to Foster Resilience Against Radicalisation;231
14.4;10.4 ‘Race’ and Criminal Justice;234
14.5;10.5 UK Minority Ethnic Police Officers Involvement in Counter-Radicalisation;235
14.6;10.6 The UK Black and Muslim Police Associations and Networks;237
14.7;10.7 Discussion;239
14.8;References;241
15;Chapter 11: The ‘Choice to Challenge’ Extreme Views in the Classroom? Counter-Radicalisation and the Prevent Agenda in the University Context;246
15.1;11.1 Introduction;246
15.2;11.2 The Choice to Challenge Extreme Views in the Classroom;248
15.3;11.3 The Context of Our Recommendation for Stronger Duty to Challenge on Academics;250
15.4;11.4 The Prevent Duty and Controversy Around Human Rights Issues Following the 2015 Reforms;254
15.5;11.5 The View on Prevent, and Prevent Training, from Students and Staff in One Academic Department;261
15.5.1;11.5.1 A Discussion of Our Survey Results;261
15.5.2;11.5.2 Discrimination;262
15.5.3;11.5.3 Censorship and Self-Censorship;262
15.5.4;11.5.4 Necessity;263
15.5.5;11.5.5 Student Vulnerability;264
15.5.6;11.5.6 A Need for Support and Clarity in Approach;264
15.5.7;11.5.7 Raising Awareness and the Need for Critical Education on the Detail of Prevent;264
15.6;11.6 A Discussion of the Responses to Our Survey;265
15.7;11.7 The Bigger Picture;266
15.8;11.8 Discussions;267
15.9;Bibliography;268
16;Chapter 12: Mothers’ Agency As an Alternative to the War on Terror;270
16.1;12.1 Why Mothers?;270
16.1.1;12.1.1 Fighting Terror;271
16.1.2;12.1.2 Understanding Terror;273
16.1.3;12.1.3 Preventing Terror;273
16.1.4;12.1.4 One Step Deeper: What Triggers the Trigger?;275
16.1.5;12.1.5 Identity Formation Is Part of Family Life;276
16.2;12.2 Asking Mothers;278
16.2.1;12.2.1 Mothers’ Fears;279
16.2.2;12.2.2 Mothers’ Trust;279
16.2.3;12.2.3 Mothers’ Needs;280
16.3;12.3 The Mother Schools Model;281
16.3.1;12.3.1 Developing Self-Confidence in a Safe Space;283
16.3.2;12.3.2 Child Development in Context;283
16.3.3;12.3.3 Building Relationships and Including Fathers;285
16.4;12.4 Conclusions;285
16.5;References;286
17;Index;290