What else could you possibly be doing at 8 a.m. on Saturday at #APSA2018 besides coming to a panel on rebel & terror recruitment? I'll be presenting a new framework for understanding how state rhetoric affects who engages in terrorism. #womenalsoAPSA
In brief: we study terrorist propaganda and social networks to death, but we need to pay attention to other info to which people are exposed, particularly from the state. I argue that alarmism may actually *fuel* radicalization.
I'll be sharing some preliminary case study work from my dissertation on patterns of state ideas surrounding terrorism and possible mechanisms linking them to variation in popularity of certain organizations. Come give me feedback!
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Today is my favorite day of the semester, because it's the first discussion section meeting for the course on terrorism that I TA, and we get to talk about definitions!
Definitions sound very boring, true, and as such a poor way to get students excited about the class. But the definition of terrorism is a different matter.
I start by showing them Title 22 of the U.S. Code, which is the official legal definition of terrorism in the U.S. It's pretty boilerplate. Then I show them the DoD definition...which is different.
The FTO list is and always has been incredibly politicized. ISIS and AQ are on the list, but so are numerous revolutionary & insurgent groups. Devoting scarce resources to censoring those groups' info seems inefficient; they're no threat to U.S. homeland security.
More importantly, though, the FTO list is explicitly the *foreign* organizations list. There are no legal mechanisms in place for blanket domestic designation as a terrorist group. Why is a longer discussion; regardless, creates an imbalance.
The #MeTooPoliSci short course today at #APSA2018 was educational, emotional, and empowering. A smattering of things I learned and practices we can all implement: (thread)
1. Title IX leaves a lot of room for interpretation & many universities have different policies regarding things like mandatory reporting. Find out if you're a mandatory reporter, and if you are, put it in your syllabus/discuss on syllabus day.
2. Find out which hospitals in your area have Sexual Assault Nurse Examiners (SANE nurses) who are specially trained to do rape kits so you have that information if a student needs it.
Baghdadi's speech is yet another reminder that thinking about IS as a singular, incomparable group isn't a productive analytic or policy strategy. (thoughts incoming) theatlantic.com/international/…
Like Al-Shabaab, al-Qaeda, and Boko Haram, territorial defeats haven't decimated IS—it's just shifted the balance of its strategy in the Middle East away from governance and toward insurgency.
And, as pointed out here, Baghdadi's description of the relative value of attacks in the West vs. in the Middle East echoes the IRA's valuing of attacks in Britain vs. Northern Ireland. Strategies and rhetoric are mobile from context to context.
My goal on the first day of class is to establish reciprocity. Here's what I expect from you; here's what you can expect from me. Here's how we'll learn from each other.
The foundation of that reciprocity is trust. And so I tell my students that they are adults and can use whatever method of taking notes and referencing readings works best for them. I trust them to pay attention regardless.
1. Even though the overall number of terrorist attacks globally seems to be declining, this has to be considered in context. Annual terrorist violence prior to 9/11 was less than one-third of what it is now.
(We might chalk some of this up to better data collection post-2012, but a trend of this magnitude is not a methodological artifact.)