User:Emc051112/sandbox

Youth and violent extremism on social media: mapping the research

Source Evaluation:

Who is the publication directed to?

• UNESCO-commissioned research (3)
  • Series of conferences and previous research was the springboard for this report (3)
• A report to complement existing international human rights standards (the ICCPR, the Rabat Plan, and the UN Rapporteurs) (3)

What main topics or themes does the publication cover?

• research from around the world about many ways social media plays in the "processes of violent radicalization" (5, 7)
  • especially affecting youth and women (5)
  • social media as a place for exchange and exposure to violent extremism (and various forms/contributors to it) (8)
• research on the role of the Internet (social media in particular) in violent radicalization (3, 7)
  • the Internet as avenue and facilitator for extremist ideologies (5)
    • currently: there is a lack of findings about the connection between the Internet and violent extremism (4)
• education = the strategic solution to violent extremism (3)
  • research helps education to understand this topic and begin taking approaches against it (7)
• grey-area between freedom of expression/free speech and social media as inciting violent extremism (4)

Possible Wikipedia pages to edit/add to:

• Online youth radicalization
  • this page already cites the UNESCO publication many times (could work to improve it if needed?)
  • possibly adding in more about women?
  • Radicalization links to it already
• Terrorism and social media
• Social media and the effects on American adolescents
  • this page is the least developed and though slightly more specific and tangential to my topic, could benefit as it is so underdeveloped
• Violent extremism
  • can talk about prevention and education
  • also add more about the gender disparity

Revision of Violent extremism

Article Evaluation

• Sections to add to:
  • Causes
    • new paragraph within "pull factors" of the internet and radicalization
      • make clear the lack of concrete connection between the Internet/social media and violent radicalization, but that it is a possibility
      • link to Online youth radicalization page
  • Prevention of radicalisation and deradicalisation - Education
    • discuss MIL practices
      • history of MIL
      • need for MIL in formal education practices as a way to counter radicalization
      • MIL aids young people in knowing how to protect themselves from radicalization
      • studies on the need for MIL education of teachers/parents on the role of the internet (social media) and video games has with radicalization
      • MIL initiatives
      • current literature on available classroom-setting materials
      • challenges to knowing the effectiveness of MIL
  • Gender disparity
    • expand this section with evidence of lack of findings in difference of genders & online radicalization
      • research on this topic is very little
        • various explanations
      • feminist theory: women coming forward to take their place in the fighting
      • women as strong candidates for radicalization
      • despite not participating in the violence as much, they are found to hold the same beliefs as men
• Other notes:
  • not all citations have working links (look at last two)
    • mostly neutral publications/citations (the Atlantic article possibly biased?)
  • nothing on Talk page, part of 6 different WikiProjects, rated low importance, c-class
  • mostly well-cited, though there are some sentences that need to be checked
  • side note: using the British or American spelling of "radicalization"? deradicalization vs de-radicalization?

Violent extremism Article (original version as of 4/27/19)

Pull factors

“Pull Factors” nurture the appeal of violent extremism, for example: the existence of well-organized violent extremist groups with compelling discourses and effective programmes that are providing services, revenue and/or employment in exchange for membership. Groups can also lure new members by providing outlets for grievances and promise of adventure and freedom. Furthermore, these groups appear to offer spiritual comfort, “a place to belong” and a supportive social network.

Prevention of radicalisation and deradicalisation

Education

Key dimensions of preventing violent extremism

The role of education in preventing violent extremism and de-radicalizing young people has only recently gained global acceptance. An important step in this direction was the launch, in December 2015, of the UN Secretary-General’s Plan of Action to Prevent Violent Extremism which recognizes the importance of quality education to address the drivers of this phenomenon.

The United Nations Security Council also emphasized this point in its Resolutions 2178 and 2250, which notably highlights the need for “quality education for peace that equips youth with the ability to engage constructively in civic structures and inclusive political processes” and called on “ all relevant actors to consider instituting mechanisms to promote a culture of peace, tolerance, intercultural and interreligious dialogue that involve youth and discourage their participation in acts of violence, terrorism, xenophobia, and all forms of discrimination.”

Education has been identified as preventing radicalisation through:

• Developing the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.
• Developing critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.
• Developing resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.
• Fostering critically informed citizens able to constructively engage in peaceful collective action.

UNESCO has emphasised Global Citizenship Education (GCED) as an emerging approach to education that focuses on developing learners’ knowledge, skills, values and attitudes in view of their active participation in the peaceful and sustainable development of their societies. GCED aims to instill respect for human rights, social justice, gender equality and environmental sustainability, which are fundamental values that help raise the defences of peace against violent extremism.

Gender disparity

While it is being increasingly reported that women play an active role in violent extremist organizations and attacks as assailants and supporters, men are still more often the perpetrators of violent extremist acts and therefore the targets of recruitment campaigns.

Article Drafting (version with new edits)

Pull Factors

“Pull Factors” nurture the appeal of violent extremism, for example: the existence of well-organized violent extremist groups with compelling discourses and effective programs that are providing services, revenue and/or employment in exchange for membership. Groups can also lure new members by providing outlets for grievances and promise of adventure and freedom. Furthermore, these groups appear to offer spiritual comfort, “a place to belong,” and a supportive social network.

Radicalization and the Internet

See also: Online youth radicalization

The current state of evidence on the link between the Internet, social media, and violent radicalization is very limited and still inconclusive. Most studies fail to provide evidence on the drivers of interest to extremist sites, engagement in social media on these issues, the reasons for influence of content, and the external and internal correlated factors, as well as the trajectories of youth who come to perpetuate violent acts.

Some evidence suggests that the Internet and social media may play a role in the violent radicalization process, mainly through the dissemination of information and propaganda, as well as the reinforcement, identification and engagement of a (self)-selected audience that is interested in radical and violent messages. The synthesis of evidence shows, at its best, that social media is an environment that facilitates violent radicalization, rather than driving it.

Prevention of radicalization and deradicalization

Education

Key dimensions of preventing violent extremism

The role of education in preventing violent extremism and deradicalizing young people has only recently gained global acceptance. An important step in this direction was the launch, in December 2015, of the UN Secretary-General’s Plan of Action to Prevent Violent Extremism which recognizes the importance of quality education to address the drivers of this phenomenon.

The United Nations Security Council also emphasized this point in its Resolutions 2178 and 2250, which notably highlights the need for “quality education for peace that equips youth with the ability to engage constructively in civic structures and inclusive political processes” and called on “all relevant actors to consider instituting mechanisms to promote a culture of peace, tolerance, intercultural and interreligious dialogue that involve youth and discourage their participation in acts of violence, terrorism, xenophobia, and all forms of discrimination.”

Education has been identified as preventing radicalization through:

• Developing the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.
• Developing critical thinking to investigate claims, verify rumors and question the legitimacy and appeal of extremist beliefs.
• Developing resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.
• Fostering critically informed citizens able to constructively engage in peaceful collective action.

UNESCO has emphasized Global Citizenship Education (GCED) as an emerging approach to education that focuses on developing learners’ knowledge, skills, values and attitudes in view of their active participation in the peaceful and sustainable development of their societies. GCED aims to instill respect for human rights, social justice, gender equality and environmental sustainability, which are fundamental values that help raise the defenses of peace against violent extremism.

Media and Information Literacy (MIL)

UNESCO has also emphasized the need for Media and Information Literacy (MIL) as increasing terrorist attacks have called attention for more critical approaches to media via MIL and the issue of radicalization has been added to the MIL agenda. According to UNESCO, "MIL can effectively contribute to intercultural dialogue, mutual understanding, peace, promote human rights, freedom of expression, and counter hate, radicalization, and violent extremism." MIL has also been described as a strategy for "reducing demand for extremist content as a means to increase awareness of democracy, pluralism, and peaceful ideas for advancement."

Several formal and informal MIL initiatives have been implemented worldwide based on MIL as a pedagogical practice with a specific set of competences that can deflect narratives of anger and revenge and/or self-realization through violent extremism. These initiatives aim at creating digital counter-narratives that are authentic and reflect youth perceptions of self and others, especially in terms of injustice, felt experiences of discrimination, corruption and abuse by security forces.

Gender disparity

While it is being increasingly reported that women play an active role in violent extremist organizations and attacks as assailants and supporters, men are still more often the perpetrators of violent extremist acts and therefore the targets of recruitment campaigns.

Some research suggests however, that "women are serious candidates for violent radicalization." Although there may be a gender based distribution of tasks (e.g. especially where participation in combat is involved), this distinction does not apply when it comes to embracing the radical ideology of, or the legitimation of, violent attacks. Some reports reveal that women recognize the same truths and accept the same rules of compliance validated by doctrines as compared to their male counterparts. When they are radicalized, women may appear more indoctrinated than men and more prone to encourage political violence.

Online gender issues in religious violent radicalization

In spite of the growing presence of radicalized women online, the number of articles devoted to gender and radicalization on social media is very low. One possible explanation may stem from the fact that many women cloak their female identity online, because of a masculinist bias, making them impossible to identify.

Online recruitment functions differently at a distance and reshuffles the roles of men and women alike. One identified trend is a feminist claim of women coming forward to take their place in the fighting, which coincides with a structured use of communication processes by terrorist groups to recruit them. The Internet allows women to move out of relative invisibility, without crossing the limits drawn by their ideology.

Sources

 This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from Youth and violent extremism on social media: mapping the research​, 1-167, Séraphin Alava, Divina Frau-Meigs, Ghayda Hassan, UNESCO. UNESCO Digital Library.