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On the Trail of Counter Radicalisation: an Examination of Strategies to Prevent the Threat of Islamist Extremism

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On the Trail of Counter Radicalisation: an Examination of Strategies to Prevent the Threat of Islamist Extremism On the Trail of Counter Radicalisation: An Examination of Strategies to Prevent the Threat of Islamist Extremism Author Satterley, Shane Published 2017-07 Thesis Type Thesis (Masters) School School of Hum, Lang & Soc Sc DOI https://doi.org/10.25904/1912/2102 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/370984 Griffith Research Online https://research-repository.griffith.edu.au On the Trail of Counter Radicalisation: An Examination of Strategies to Prevent the Threat of Islamist Extremism Shane Satterley Supervisor: Associate Professor Dr Halim Rane Submitted in fulfilment of the requirements of the Master of Arts (Research), Griffith University July, 2017 2 Abstract The problem of Islamist inspired terrorism is a challenge that states around the world are struggling to deal with. This thesis focuses on the process of Islamist radicalisation that leads to this form of terrorism. It analyses strategies and programs that seek to counter or reverse the process of Islamist radicalisation. This thesis provides an explanatory model of radicalisation, a key component for first understanding how this process emerges and for analysing policies and programs. Semi-structured interviews were conducted in order to solicit best practices, lessons learned and challenges from key practitioners and policy makers in the area of counter radicalisation and deradicalisation in the United Kingdom, The Netherlands and Morocco. Also, this thesis provides new data concerning Australian Islamist terrorists and their educational status. These data show an overrepresentation of Australian terrorists in the STEM fields, particularly engineering. One of the key findings of this thesis is that radicalised individuals tend to lack particular epistemic skills, which have implications for pedagogy in general, and particularly counter radicalisation and deradicalisation programs. This thesis concludes with recommendations for counter radicalisation and deradicalisation policies and practice in Australia, drawn from broader contexts. 3 Statement of Originality This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. (Signed)__Shane Satterley___________________________ 4 Table of Contents Introduction .................................................................................................................... 7 The Threat of Global Islamist Extremism .................................................................. 7 Definitions .................................................................................................................. 7 Purpose and Direction ................................................................................................ 9 Research Aims.......................................................................................................... 10 Chapter One: The Australian Context.......................................................................... 11 Chapter Two – Understanding Muslim Radicalisation, Countering and Rehabilitating .................................................................................................................................................. 18 Section Two: Counter Radicalisation ....................................................................... 31 Section Three: Deradicalisation ............................................................................... 41 Conclusion ................................................................................................................ 48 Chapter Three: Diving Deeper into Programs and Policies ......................................... 49 Introduction .............................................................................................................. 49 The United Kingdom: .......................................................................................... 50 Europe: ................................................................................................................. 51 Morocco: .............................................................................................................. 51 Data Collection and Evaluation ........................................................................... 52 The Interviews .......................................................................................................... 54 Active Change Foundation, London, United Kingdom ....................................... 54 Quilliam, London, United Kingdom .................................................................... 58 Radicalisation Awareness Network, Amsterdam, The Netherlands .................... 62 5 Institute Mohammad VI of Training Imams, Rabat, Morocco ............................ 65 The Australian Context ........................................................................................ 67 Conclusion ................................................................................................................ 70 Chapter Four: Discussion ............................................................................................. 71 State Involvement ................................................................................................ 71 Best Practice/Lesson Learned .............................................................................. 72 Intervention .......................................................................................................... 72 Best Practice/Lesson Learned: ............................................................................. 73 Families ................................................................................................................ 73 Best Practice/Lesson Learned: ............................................................................. 74 International Presence and Youth Leadership ..................................................... 74 Best Practice/Lesson Learned: ............................................................................. 75 Using Religious Leaders or Voices...................................................................... 75 Best Practice/Lesson Learned: ............................................................................. 76 Using Evidence .................................................................................................... 76 Best Practice/Lesson Learned: ............................................................................. 76 Defining Success .................................................................................................. 77 Best Practice/Lesson Learned: ............................................................................. 77 Challenges ............................................................................................................ 77 Best Practice/Lesson Learned: ............................................................................. 78 Training ................................................................................................................ 78 6 Best Practice/Lesson Learned: ............................................................................. 78 Using the five-part model of radicalisation .............................................................. 78 Identity Crisis ....................................................................................................... 79 Grievances............................................................................................................ 79 Socialisation ......................................................................................................... 80 Ideology ............................................................................................................... 80 Epistemological Failure ....................................................................................... 81 Conclusion ................................................................................................................ 82 Chapter Five: Policy Recommendations and Conclusion ............................................ 84 Policy Recommendations ......................................................................................... 84 Table of Figures Figure 1 CVE Pyramid …………………………………………………………… 41 Figure 2 Support for armed struggle as a function of time and rehabilitation…….. 51 Appendix…………………………………………………………………………….88 7 Introduction The Threat of Global Islamist Extremism The problem that is contemporary jihadist terrorism is hard to keep in perspective. News of the latest terror attack spreads instantly to all corners of the globe, which gives the impression that the problem is constant and getting worse. As Pinker (2011) argued in his seminal work on the history of violence, we are living in the most peaceful time in human history (Pinker, 2011). This fact is easily lost due to the ease with which one can remember the latest terrorist incident – an incident designed for shock value, remembrance and one that generates the “oxygen of publicity” (Wilkinson, 1997, p. 53). Studies of those in the West who are at risk of becoming violent extremists are often so low in number as to be statistically insignificant. Australia for instance has an estimated 0.2% of its Muslim population at risk of turning to terrorist violence (Rane, 2015).
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