Innovation and terror: an analysis of the use of social media by terror-related groups in the Asia Pacific

Droogan, Julian; Waldek, Lise; Blackhall, Ryan

doi:10.1080/18335330.2018.1476773

Cited by 11 publications

(8 citation statements)

References 28 publications

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“…According to previous studies, social networks-and the lack of them-play a crucial role both in the push and pull factors that attract people to support violent extremist ideologies and join these movements, but also in those cases where the actor has seemed to be working alone (e.g., Schuurman et al 2017). These networks often take place online and, as Droogan et al (2018) have brought forward, social media plays a central role in the ways in which terrorist organizations nowadays carry out their operations from recruitment to communication, both within their network and as regards the ways in which they aim to spread terror among the public.…”

Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.

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Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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“…Extremist organizations differ regarding the extent (e.g., ISIS more than Al Qaeda) and purpose for which they use online technologies in (e.g., RWE particularly invest in online learning) (Gill et al, 2017). Online technologies also offer powerful new means to counter extremism tasks in the form of monitoring and strategic communication engagement (e.g., by governments, tech companies) (Droogan et al, 2018; Ganesh & Bright, 2020) or by ‘civic monitoring’ from the user community who flag extremist content and accounts (Hatakka, 2020). Simultaneously, researchers criticize platform providers (Droogan et al, 2018) and governments (Reed & Ingram, 2018) for the ineptitude of their individual CVE efforts.…”

Section: Resultsmentioning

confidence: 99%

“…Similarly, adopting a sociotechnical perspective can help governments and tech companies to develop more effective policies to regulate online extremism. For example, a sociotechnical perspective highlights the societal or individual ramifications of technically enabled content moderation practices (Gillespie, 2022a(Gillespie, , 2022bGillespie et al, 2020) or lead to novel countermeasures (Blasiak et al, 2021a;Blasiak et al, 2021b) to help break the current 'cat and mouse' circle (McDonald, 2022) and develop more holistic approaches that consider social and technical synergies (e.g., pursuing personalized deradicalization services for at-risk users who were exposed to extremist content instead of undifferentiated media literacy training for the general public) (Droogan et al, 2018). A comprehensive consideration of online extremism from a sociotechnical perspective with its technological, societal, organizational and individual synergies is essential to address the issue.…”

Section: Discussionmentioning

confidence: 99%

The digital augmentation of extremism: Reviewing and guiding online extremism research from a sociotechnical perspective

Risius

Blasiak

Wibisono

et al. 2023

Information Systems Journal

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Online extremism remains a persistent problem despite the best efforts of governments, tech companies and civil society. Digital technologies can induce group polarization to promote extremism and cause substantial changes to extremism (e.g., create new forms of extremism, types of threats or radicalization approaches). Current methods to counter extremism induce undesirable side‐effects (e.g., ostracize minorities, inadvertently promote extremism) or do not leverage the full potential of digital technologies. Extremism experts recognize the need for researchers from other disciplines, like information systems, to contribute their technical expertise for understanding and countering online extremism. This article aims to introduce the field of information systems to the issue of online extremism. Information systems scholars address technology‐related societal issues from a sociotechnical perspective. The sociotechnical perspective describes systems through a series of interactions between social (structure, people) and technical components (physical system, task). We apply the sociotechnical perspective to (1) summarize the current state‐of‐the‐art knowledge of 222 articles in a systematic multi‐disciplinary literature review and (2) propose specific research questions that address two questions (How do digital technologies augment extremism? How can we successfully counter online extremism?).

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“…57 serangan teroris di Uni Eropa (Austria, Belgia, Prancis, Jerman, Italia, dan Spanyol), 21 orang tewas, sedangkan 449 orang ditangkap atas dugaan pelanggaran terkait terorisme. Meski tindakan ini terjadi di beberapa wilaya saja, namun sangat berpengaruh kepada rasa aman di seluruh Eropa (Droogan, Julian, Waldek, & Blackhall, 2018). Dilanjutkan aksi terorisme dengan peledakan bom di beberapa gereja di Indonesia termasuk Jakarta dan 5 kota lainnya pada tahun 2000, sedikitnya 14 orang meninggal dunia dan puluhan orang luka-luka (Liputan6.com, Jakarta, 2000).…”

Section: Pendahuluanunclassified

Moderasi Beragama Guru Pendidikan Agama Islam terhadap Negara dan Pemerintahan

Zulfadli

Rahmat

Kosasih

2023

rais

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Guru Pendidikan Agama Islam adalah golongan yang paling rentan disusupi sikap intoleransi. Untuk mencegah hal itu nilai moderasi beragama perlu diinternalisasikan pada diri seorang guru. Berkaitan dengan hal tersebut, penelitian ini bertujuan mengetahui moderasi beragama guru Pendidikan Agama Islam (PAI) SMA Kota Pekanbaru terhadap negara dan pemerintahan. Metode penelitian deskriptif kuantitatif, dan teknik pengumpulan data kuesioner. Populasi penelitian guru-guru PAI SMA di Kota Pekanbaru, sementara sampelnya 78 orang. Penelitian dilakukan bulan November 2022. Hasil penelitian sebagian besar responden cenderung moderat. Ini dapat dibuktikan dengan mayoritas guru PAI SMA Kota Pekanbaru sudah memahami moderasi beragama terhadap negara dan pemerintahan, hal ini dibuktikan dengan mayoritas guru PAI kota Pekanbaru taat kepada pemimpin yang sah meski bukan pilihannya, memiliki sikap cinta tanah air, bersedia untuk ikut serta dalam pesta demokrasi, mengakui ideologi negara Indonesia adalah Pancasila, tidak adanya jurang pemisah antara agama dan pemerintahan. Di sisi lain guru PAI SMA Kota Pekanbaru menolak untuk memilih pemimpin kredibel, karena pemimpin tersebut tidak seagama dengannya. Lebih parahnya lagi guru PAI lebih menerima pemimpin yang seagama dengannya, meski pemimpin tersebut tidak mampu untuk menjadi seorang pemimpin. Tampaknya responden kurang memahami konsep negara dan pemerintahan serta kriteria memilih pemimpin dali referensi yang kredibel Islamic Religious Education teachers are the group most vulnerable to being infiltrated by intolerance. To prevent this, the value of religious moderation needs to be internalized in a teacher. In this regard, this study aims to determine the religious moderation of Islamic Religious Education (PAI) teachers in Pekanbaru City High School towards the state and government. Quantitative descriptive research method, and questionnaire data collection techniques. The study population was high school PAI teachers in Pekanbaru City, while the sample was 78 people. The research was conducted in November 2022. The results of the research for the majority of respondents tended to be moderate. This can be proven by the fact that the majority of Pekanbaru City High School PAI teachers understand religious moderation towards the state and government. Admitting that the ideology of the Indonesian state is Pancasila, there is no gap between religion and government. On the other hand, the Pekanbaru City High School PAI teacher refused to choose a credible leader, because the leader did not share the same religion as him. Even worse, PAI teachers accept leaders who share the same religion as them, even though these leaders are unable to become leaders. It seems that respondents do not understand the concept of state and government as well as the criteria for selecting leaders from credible references

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Innovation and terror: an analysis of the use of social media by terror-related groups in the Asia Pacific

Cited by 11 publications

References 28 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

The digital augmentation of extremism: Reviewing and guiding online extremism research from a sociotechnical perspective

Moderasi Beragama Guru Pendidikan Agama Islam terhadap Negara dan Pemerintahan

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