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Article
Publication date: 17 July 2024

Renato Russo, Paulo Blikstein and Ioana Literat

This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian…

Abstract

Purpose

This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization.

Design/methodology/approach

This study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023.

Findings

Findings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions.

Research limitations/implications

With this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media.

Originality/value

The originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 25 July 2024

Paige Milburn, Carol Galvin, Amanda Louise Bryan and Patrick John Kennedy

Factors that may influence risk and/or vulnerability to radicalisation or involvement in terrorism by individuals with autism spectrum disorder (ASD) are currently undetermined…

Abstract

Purpose

Factors that may influence risk and/or vulnerability to radicalisation or involvement in terrorism by individuals with autism spectrum disorder (ASD) are currently undetermined. The purpose of this rapid evidence assessment (REA) was to identify and review studies which consider the association between ASD and terrorism to explore potential risk or vulnerability factors and the implications for intervention.

Design/methodology/approach

The REA method was used to review the literature, with 16 papers meeting inclusion criteria.

Findings

Ten factors were identified as relevant to ASD and terrorism which were combined into four overarching themes: cognitive, social, psychological and ASD traits.

Originality/value

This REA presents a novel review of literature relating to ASD and terrorism. The findings are valuable to practitioners working with individuals with ASD who may present with the identified risk and/or vulnerability factors. The implications of these factors for intervention are discussed, along with directions for future research.

Details

Safer Communities, vol. 23 no. 4
Type: Research Article
ISSN: 1757-8043

Keywords

Article
Publication date: 11 December 2023

Sarah Knight, Abbie Maroño and David Keatley

The purpose of this study is to compare violent and non-violent extremists in terms of their age when they first perpetrate an extremist act, and to understand how this relates to…

Abstract

Purpose

The purpose of this study is to compare violent and non-violent extremists in terms of their age when they first perpetrate an extremist act, and to understand how this relates to other factors underlying extremist behaviours. While the end goal of many extremists may be functionally similar, the pathways into extremism vary, and the literature has demonstrated that a “one-size-fits-all” explanation does not exist. Motivational drivers are complex and dynamic; therefore, attempting to identify a terrorist “profile” has limited applied efficacy.

Design/methodology/approach

This study applied a temporal approach (“crime script analysis” or CSA) to identify, map and compare the sequential stages (or “scenes”) in the life histories of violent and non-violent extremists who have committed acts of extremism across different age groups. Crime scripts comprising mainly qualitative data for 40 male extremists (20 violent, 20 non-violent “cases”) were developed, and CSA was conducted according to the age at which they committed their first extremist offence.

Findings

Results demonstrated key temporal, developmental differences between the pathways of extremists who commit their first offence at different ages. One key difference was that for both the violent and non-violent extremists, those under 30 used the internet as a main means of joining networks and spreading information, whereas the over 30s made more personal, community links.

Originality/value

This research can aid identification of potential environmental triggers and potential increased susceptibility to triggers across certain age groups.

Details

Journal of Criminal Psychology, vol. 14 no. 2
Type: Research Article
ISSN: 2009-3829

Keywords

Article
Publication date: 7 December 2023

Carol Galvin, Aisling Martin, Paige Milburn and Patrick John Kennedy

Factors that may influence risk and/or vulnerability to young people’s involvement in terrorism are currently unclear. Understanding the factors that contribute to a young…

Abstract

Purpose

Factors that may influence risk and/or vulnerability to young people’s involvement in terrorism are currently unclear. Understanding the factors that contribute to a young person’s risk profile is a high priority for Youth Justice Services to enable the development of targeted interventions and subsequent risk reduction. The purpose of this study is to systematically identify and critically review studies relating to young peoples’ involvement in terrorism to understand potential risk and/or vulnerability factors and the implications for intervention.

Design/methodology/approach

Literature was evaluated using the systematic review method. Twelve papers were selected for the systematic review according to the inclusion criteria.

Findings

Twelve factors emerged that indicated relevance to terrorism by young people and were combined into five overarching themes: contextual, social, psychological factors, trauma and use of time.

Originality/value

This systematic review is one of the first of its kind relating to terrorism by young people. The reported findings will be valuable to practitioners seeking to understand the risk and vulnerability factors related to terrorism by young people and the implications for intervention. Directions for future research are explored.

Details

Safer Communities, vol. 23 no. 4
Type: Research Article
ISSN: 1757-8043

Keywords

Article
Publication date: 17 July 2024

Andrew Silke

Since 2011, the Extremism Risk Guidance (ERG 22+) has been the primary risk assessment framework used for terrorist and violent extremist offenders in England and Wales. The aim…

Abstract

Purpose

Since 2011, the Extremism Risk Guidance (ERG 22+) has been the primary risk assessment framework used for terrorist and violent extremist offenders in England and Wales. The aim of this study was to conduct a rapid evidence assessment to examine the research literature on the ERG22+ factors and to identify possible significant new and emerging knowledge around potential new factors.

Design/methodology/approach

Searches were conducted of the Google Scholar database to identify relevant literature published between 2012 and 2020. In total, 29 documents were identified, which examined new radicalisation models and frameworks, 339 were identified, which explored to some extent one or more of the current ERG factors, and a further 138 articles were identified, which focused on potentially relevant additional issues/factors.

Findings

Most of the ERG factors were the focus of substantial research activity between 2012 and 2020. Six factors, however, received very little research attention. Potential implications of these trends are considered. Ten research themes were identified with the potential to either form new factors or which could play a significant role in the updating or revision of some existing factors.

Originality/value

This paper is the first rapid evidence assessment on the ERG22+ risk factors. It provides an important picture of the published scientific research of potential relevance in this area and helps to inform the review process for the ERG22+.

Details

Journal of Criminal Psychology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2009-3829

Keywords

Abstract

Details

Police Responses to Islamist Violent Extremism and Terrorism
Type: Book
ISBN: 978-1-83797-845-8

Book part
Publication date: 4 June 2024

Max Weedon, Kathy Mansfield Higgins and Ciaran Burke

The Prevent policy was singular and ‘simple’: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the…

Abstract

The Prevent policy was singular and ‘simple’: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the global war on terror and the shadow of terrorist attacks in the United States and England, this was an increasingly growing issue within the media and the broader public discourse. A central institution charged with enacting Prevent in the United Kingdom were education institutions (schools, colleges and universities), the rationale being that these places of learning house individuals during impressionable and vulnerable times and the Prevent policy can protect these individuals.

This chapter will provide an alternative critical discussion on Prevent by framing it as the securitisation of the UK education sector. As such, Prevent is a form of surveillance and a mechanism of power over educators and learners which carry counterproductive consequences for both. In doing so, this chapter will question how education professionals balance their professional identity and their new role in supporting and enacting the Prevent duty. Through developing a new multi-level ‘Critical Realist World Systems Model’, this chapter will provide a conceptual discussion of Prevent policy more broadly and how education professionals navigate the friction between their professional values and legal obligations. This chapter draws on a range of theoretical traditions to begin to question a well-established security policy within English and Welsh educational institutions providing a conceptual starting point to examine similar and future policies.

Details

Critical Perspectives on Educational Policies and Professional Identities
Type: Book
ISBN: 978-1-83753-332-9

Keywords

Abstract

Details

Press B to Belong
Type: Book
ISBN: 978-1-80455-927-7

Abstract

Details

Police Responses to Islamist Violent Extremism and Terrorism
Type: Book
ISBN: 978-1-83797-845-8

Article
Publication date: 26 September 2023

Scott Foster, Trang Ly Thien, Anna Jayne Foster, Thi Hanh Tien Ho and Sarah Knight

The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future…

Abstract

Purpose

The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern.

Design/methodology/approach

This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives.

Findings

The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field.

Originality/value

Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.

Details

Higher Education, Skills and Work-Based Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

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