Law, Liberty, and the Pursuit of Terrorism

Douglas, Roger

doi:10.3998/mpub.1965125

Cited by 5 publications

(4 citation statements)

References 41 publications

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“…They suggest that a fusion of several trends-the complexity of governance arrangements for schools, a suspicious public and political climate toward Muslim communities, and a securitized national agenda-culminated in a saga that increased the level of hostility toward Muslims (Holmwood & O'Toole, 2017). In some areas of the media the discussion served to promote the need of a muscular liberalism in the face of a discredited multiculturalism (Poole, 2016) and others have argued that the affair is the worst example of anti-terror excesses (Douglas, 2014).…”

Section: Teachers' Standards and The Trojan Horse Affairmentioning

confidence: 99%

Extremism, Values, and Education in Policy and Practice

Revell¹,

Elton-Chalcraft²

2021

Oxford Research Encyclopedia of Education

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The relationship between extremism and schools is a seemingly contradictory one. The UK Prevent Duty’s aim (to prevent and also root out extremism in schools) is often, ironically, blamed for aiding the radicalization process, but it is also identified by states and international bodies as a primary tool with which to combat it. In the early 21st century there has been a development of policies and law designed to prevent violent extremism (PVE) as a part of an international response to 9/11 in 2001 and the war on terror. Policy approaches to extremism in education were revised and reworked in the first and second decades of the 21st century in response to various events, including the 2005 London and 2017 Manchester bombings, and the increasing fear that education system had allowed homegrown terrorists raised in England to commit terrorist acts. The promotion of fundamental British values in school and teacher education contexts has been met with varied responses. Since the inception of this strategy, it has been criticized from a number of perspectives. The National Union of Teachers passed a motion at its annual conference in 2016 condemning the idea of promoting “fundamental British values” as an act of cultural supremacism and other researchers have noted that conceptually the strategy is flawed and counterproductive. In 2014 a document that was to become known as the Trojan Horse letter was leaked to Birmingham City Council, which outlined an alleged plot by hardline jihadists to take over a number of Birmingham schools. The outcome of the affair had ramifications beyond that initial cluster of schools and impacted on the way all schools engaged with the counterterrorism agenda. The furor surrounding the event acted as a catalyst for the generation of policy that introduced an even greater meshing between education and the security agenda, resulting in the concepts of Muslims being seen as a “suspect community” and teachers being positioned as “agents of surveillance.” Research has also investigated the extent to which there has been a “chilling effect” in educational settings in the early 21st century as a result of the Prevent policy, with both teachers and learners feeling under scrutiny, and cautious about speaking freely in their educational environment. Many researchers consider that teachers face a dilemma—to deliver governmental policy uncritically (the safe option to ensure compliance and positive outcomes in terms of Ofsted, the Office for Standards in Education, Children’s Services and Skills); or to challenge a perceived governmental stranglehold and take the more risky option, whereby teachers critically explore effective ways of promoting British values. Some scholars in the second decade of the 21st century have argued that teachers have subsumed counterterrorism policy into their own safeguarding practice. Extremism, values, and education is an emerging field in educational research, that is uncovering (among other things) the extent to which educational professionals from Early Years to university level challenge the prejudicial implications of the Prevent Duty legislation, are providing open spaces for critical and informed debate, and are adhering to policy to prevent violent extremism.

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Section: Teachers' Standards and The Trojan Horse Affairmentioning

confidence: 99%

Extremism, Values, and Education in Policy and Practice

Revell¹,

Elton-Chalcraft²

2021

Oxford Research Encyclopedia of Education

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“…and there has been a large number of emerging experts (Altheide, 2009;Jackson et al, 2011). Terrorist attacks have since followed with tough legislation implemented hastily after the events and such legislations have not been rolled back (Douglas, 2014). Common standards of justice have as well been typically eroded by the processes involved and have spilled over into other areas of justice unrelated to terrorism (Donohue, 2012).…”

Section: T H E I M P a C T O F 9/11 O N T H E P R O P E N S I T Y F O R R E L I G I O U S F U N D A M E N T A L I S Mmentioning

confidence: 99%

Psychological and social analysis of collective trauma: the enduring lessons learned 20 years after the September 11th, terrorist attacks

Nasciutti¹,

Rahbari-Jawoko

2021

Reflexão

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Acontecimentos que apresentam uma consequência fatal sobre os civis têm, historicamente, um efeito duradourona psique daqueles que os testemunharam. Os ataques terroristas politizados de 11 de setembro de 2001 nos Estados Unidos foram o evento histórico mais significativo do século 21, com grande repercussão global. Iniciadas por esses incidentes, as ameaças contínuas de terrorismo desde então transformaram as atitudes públicas em dimensão social e política, além de terem impactado a maneira como as pessoas se relacionam tanto dentro dos Estados Unidos quanto globalmente. Este artigo examina criticamente as lições duradouras aprendidas 20 anos após o trágico evento. Para tanto, são discutidos: (i) a resposta psicológica global ao 11 de setembro a partir de uma perspectiva histórico-cultural; (ii) os impactos sociais e sociopolíticos mais amplos; (iii) a interação entre a política de identidade, as preocupações e os riscos de segurança nacional, o preconceito, a exclusão e a intolerância religiosa que os eventos incentivaram nos Estados Unidos e no mundo. Além disso, analisa-se como a mídia social, as informações rápidas e as notícias falsas influenciaram o pensamento crítico em todo o mundo. O artigo explora, particularmente, como o 11 de setembro pode potencialmente afetar a propensão individual ao fundamentalismo religioso, ao preconceito e à intolerância com aqueles que não são familiares.

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“…After revealing the events from the American prisons Abu Graib, and Guantanamo Bay, from which the world public could easily witness the exceptional inhumane treatment of the detainees and prisoners, it could be concluded that the cases of using violence and degradation in the military installations was not something that the military personnel were asked to execute on the prisoners. On the contrary, it was spread out voluntarily manifesting with violent questioning and excessive maltreatment of the prisoners (Douglas, 2014). A while after the news from the prisons got to the public, an official ban on the enhanced questioning methods was ordered, and the last case of an individual experiencing the effects of the enhanced methods was in 2007 (Topalian, 2016).…”

Section: Military Intelligence and Questioningmentioning

confidence: 99%

The Importance of Communicational Skills in the Humint- Process

Gjurov,

Miklosh

2021

30 Years of Independent Macedonian State

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The possession of relevant and correct information has a substantial input in the success on the battlefield. This allows making decisions with potential to result in comprehensive and successful accomplishment of the given mission, by which the security of our personnel would be high. Military intelligence, as a crucial segment in the preparation of the battle actions, requires expert personnel who by utilizing the HUMINT (Human Intelligence) skills will contribute to securing the successfulness of the mission. The communication skills represent the pillar of the successfulness of data-acquisition via interaction with people, securing full obedience of the judicial and moral norms. The research of the role of communication skills in HUMINT in the manuscript is divided in three parts. Part one defines the process of data-acquisition and presents examples in history, by which the judicial frame of interpersonal data-acquisition is established. The second part, the importance of communication and communicational skills on a daily basis, and on a professional level, are pointed out. Part three covers a research of the advocation of the communication skills in HUMINT. Chapter three points out a real scientific evidence about the necessity of communicational skills in HUMINT. The research methodology covers the analysis of expert literature and documents, deduction of the needed elements in context, synthesis of the information and conclusions, sublimating results from scholarly and expert literature, real examples from experiences in the field, and extraction of conclusions. This manuscript proves that communication skills are the most important segment which provides correct, timely and relevant information, in respect of all international judicial norms. Key words: HUMINT, communication, skills, interrogation, intelligence.

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Law, Liberty, and the Pursuit of Terrorism

Cited by 5 publications

References 41 publications

Extremism, Values, and Education in Policy and Practice

Extremism, Values, and Education in Policy and Practice

Psychological and social analysis of collective trauma: the enduring lessons learned 20 years after the September 11th, terrorist attacks

The Importance of Communicational Skills in the Humint- Process

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