From Theorizing Radicalization to Surveillance Practices: Muslims in the Cross Hairs of Scrutiny

Abstract

There are several psychological analyses of the processes of radicalization resulting in terrorism. However, we know little about how those in authority (e.g., the police) conceptualize the psychological dynamics to radicalization. Accordingly, we present a detailed account of an official U.K. counterterrorism intervention, the Workshop to Raise Awareness of Prevent, designed to enlist frontline professionals in identifying and referring those at risk of radicalization. Specifically, we report data gathered during an observation of this intervention delivered by the police in Scotland. This provides insight into the psychological model of radicalization being disseminated in the United Kingdom, and we evaluate the merits of this model in the light of current psychological theory. First, we consider how this model may overlook certain social dynamics relevant to understanding radicalization. Second, we discuss how this neglect limits consideration of how the surveillance warranted by the official model may lead Muslims to disengage from majority group members. Our analysis points to how political psychology's analysis of social identities and citizenship can inform public policy and practice.

Choosing between conciliatory and oppositional leaders: The role of out‐group signals and in‐group leader candidates' collective action tactics

“…The potential for out‐groups to affect internal influence processes is recognized in research on intergroup negotiation (Teixeira et al, ) and reconciliation (Bar‐Tal, ; Nadler & Liviatan, ), and informs understandings of effective counter‐insurgency strategy (Callaway & Harrelson‐Stephens, ). In the context of concerns about radicalization and when people will heed oppositional voices of leadership, the understanding that the actions of powerful outgroups (such as governments) are key to these dynamics is an important message (Blackwood et al, ; ). To date, however, the role of intergroup signaling has not received as much attention in the wider social–psychological collective action or leadership research; mainly this research focuses on perceptions of the intergroup relationship (e.g., stability; Wright, ), but rarely on the specifics of what out‐groups do to shape those perceptions.…”

“…At the group level, there is also evidence that members of low status groups are sensitive to the responsiveness (Wright, ) or repressiveness of powerful out‐groups (Drury & Reicher, ) and will sometimes calibrate their responses in accordance with how they expect out‐groups to respond (e.g., Louis, Taylor, & Douglas, ; Scheepers, Spears, Doosje, & Manstead, ). Of note, there is research on the role of out‐groups in bolstering responses to minority influence (David & Turner, ), and suggestions that the illegitimate actions of out‐groups may undermine moderate voices of leadership (Blackwood, Hopkins, & Reicher, ; ; ). Finally, there is evidence that out‐groups are themselves aware of this.…”

Preventing radicalisation: a systematic review of literature considering the lived experiences of the UK’s Prevent strategy in educational settings

“…As a result, they argue that Muslim university students are positioned as at-risk due to the alleged inherent radicalism of these institutions, leading to the heavy monitoring and censorship of the activity of these populations. This concern is the central focus of Blackwood et al (2016), who explore the psychological model of radicalisation that is being disseminated through WRAP, a training programme for frontline professionals (including teachers). The authors criticise the workshop materials for focusing exclusively on individual vulnerability without considering how this could 'contribute to the straining of social relationships that WRAP champions as the basis for diverting individuals from a path to radicalisation' (p.604).…”

“…Clinch (2011) suggests that this necessitates paying careful attention to the 'cultural artefacts' (p.137) displayed in the setting and whether these promote a sense of belonging and positive identity for all pupils of all heritages. Staff need to carefully avoid alienating or villainising discourses during conversations about or with pupils with radical views, adopting instead an holistic focus that considers the environmental features and social group contexts and avoids within-pupil attributions that may do more damage than good (Blackwood et al, 2016). Bronfenbrenner's eco-systemic model (1979) School staff should encourage frank and honest discussion around radicalisation and avoid silencing these discourses (Quartermaine, 2014).…”

Acculturation of the Muslims Settled in the West

“…Due to the threat of terrorism, western governments have been very forceful with counterterrorism strategies, such as raids, surveillance, and legal actions. As a result, the larger Muslim community perceives the creation of an antagonistic, "us versus them" situation (Blackwood, Hopkins, & Reicher, 2015). Many Muslims, who have been living in the West for years (or generations) feel persecuted (Bux, 2007).…”