Suchergebnisse

Research on extremism and related phenomena such as radicalization or terrorism is emotionally demanding and can even become dangerous, in part because it frequently means engaging with intense, and at times violent, societal conflict. The most recent escalation in the Israel-Palestine conflict is a poignant example of this, in which researchers specialized in antisemitism, Islamophobia, or Islamist and right-wing extremism are expected to keep up with fast-paced developments while simultaneously navigating the emotional impact of unfolding violence. This blog post highlights the difficulties researchers face in this field and proposes suggestions for addressing these challenges at the institutional and structural levels.
Author information





Reem Ahmed



Reem Ahmed is a Researcher at the Institute for Peace Research and Security Policy (IFSH) and a PhD candidate at the University of Hamburg. Her research focuses on extremism, (counter-)terrorism, and platform regulation. She is currently part of a research project team on social and political practices in dealing with Islamism in Germany (KURI). | Twitter: @RAhmed105

| Twitter |



Der Beitrag How can research on topics surrounding radicalization, extremism, and terrorism be safe and socially sustainable? erschien zuerst auf PRIF BLOG.

This paper attempts to examine the impact of IMF programs and subsequent policy conditions from a gender lens. We argue that the IMF's orthodox adjustment policies deteriorate the development outcomes of women disproportionately, mainly due to undermining recipient states' expenditure capacity on female-dominated work and service sectors. Consequently, women face hardships in managing their dual roles -in both the market and the domestic spheres- which affects the efficiency of society's productive and reproductive sectors. First, we detect the main macro and political-economic determinants of IMF participation using a probit estimation. Second, we use the predicted probabilities in stage one to conduct a Heckman selection procedure between the participation in an IMF program and the observation of policy conditionalities. Finally, we estimate the impact of the IMF conditionality on different gendered outcomes. Our results indicate that a 1% increase in conditionality increases female unemployment, maternal mortality rates, girls' secondary school drop-out rates, and gender inequality by 1.1%, 6.7%, 6.8%, and 0.8% respectively. Furthermore, the results of our extended model confirm the crucial role of different institutions that protect women's rights -including laws and conventions that prohibit gender-based discrimination- in mitigating the adverse impacts of IMF policy conditions on gendered outcomes.

Since 2006, the Saudi Arabian government has launched a large-scale scholarship program for Saudis to study abroad in various parts of the world, and especially in the United States, as part of an initiative to increase the qualifications of Saudi youth and act as a cultural exchange. Among those Saudis who study abroad, there are many educators who return to teach in Saudi classrooms. Framed in language teacher identity and Transformative learning theory, this dissertation explores the narratives of Saudi women who completed an academic sojourn in the United States and return to teach English in Saudi higher education classes for young women. Employing a mixed-method design, the current study finds that the Saudi women's sojourn to the United States was a transformative experience. Aspects of being in a new and unfamiliar context, interacting with various cultures, adjusting to new social gender roles, having access to professional opportunities, and facing challenges on their own, all contribute to major changes in the women's lives. They report their experiences allowing them to redefine and rediscover themselves, gain independence, build resilience, increase their cultural awareness, enhance their agency as professionals, and re-define their roles as language instructors upon their return. In addition, their experiences living abroad prompted them to take on a humanistic approach to teaching. Their recent experiences as students and as sojourners in a foreign country allowed for them to realize the importance of human relationships and how they influence leaning. They display features of humanistic education that emphasizes the acknowledgment of the student as a "whole person" and legitimizes the accommodation of emotions, flexibility, and building strong teacher-student relationships. Finally, the study finds that the Saudi women in this study utilize the knowledge and experiences they have of Saudi and American cultures to create a hybrid classroom culture. In that "Third Space," they employ teaching ...

The Internet has long been recognised as a space where extremists can disseminate propaganda, recruit, and spread hate speech. However, whilst more (empirical) research is required to fully understand the contours and scale of the issue of online radicalisation, the EU and its Member States are taking significant action to remove illegal online content. Takedowns raise a number of issues concerning the safeguarding of fundamental rights and the measure is potentially counter-productive. This article presents an overview of the debates surrounding online radicalisation and examines the use of takedowns, highlighting the specific issues that arise.

The discourse surrounding digital technologies is rapidly changing, namely from an entity with the potential to generate positive political change to one that can be abused by extremists. In light of this, a new "dispositif" of risk has emerged whereby governments are seeking to address the imagined dangers posed by digital technology through a series of pre-emptive measures. By examining how the relationship between digital technology and violent extremism has been articulated in the EU's counter-terrorism policy, this article argues that critical distance is now needed from both these utopian and/or dystopian conceptualisations of digital technology and conflict. (S+F/Pll)

(...) The study here aims to provide a sample of British and German foreign fighters in order to gain an insight into their profiles. The results are interesting as many differences can be noted between the two country samples, especially relating to socio-economic and educational backgrounds. The German foreign fighters are less educated and coming from lower socio-economic strata than the British ones. Also a higher proportion of the German foreign fighters had been previously involved in crime, some in terrorism related offences. In terms of similarities, the majority of recruits from both countries are male, young, and were single at the time of leaving to Syria. (IFSH/Pll)