The False Tradeoff Between Rights and Liberty: Addressing the Violent Extremism Narrative

In an upcoming guest lecture at the Naval Defense Postgraduate School, I will discuss issues concerning countering violent extremism (CVE) in the context of potential homegrown radicalization threats. Threats posed by violent extremism are not constrained by borders, but they are also not limited to any single ideology, religion or ethnicity. In today’s technological age, violent extremists are growing increasingly sophisticated in their use of the Internet and social media.

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My lecture will endeavor to establish how CVE is not limited to a single ideology or religion. Rather, violent extremism, including acts committed by “lone wolf” actors arise out of broader systemic areas of causation such as poor mental health, alienation, isolation, loneliness, aggravation and teenage angst and that ideology of any kind can be used to justify violent behavior. During my talk I will also compare violent extremists irrespective of their ideological background and discuss the legally relevant difference between “radical thought” and “violent action.”

Empowerment Through Education

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As a board member for Developments in Literacy (DIL – an organization that promotes student learning in South Asia) I collaborated with New America to host DIL’s Founder and CEO, Fiza Shah, and Sheereen Sial, DIL’s Project Manager in Pakistan, for a discussion on “Empowerment through Education in Pakistan”. (click the link to the see the webcast)

DIL was created to educate and empower underprivileged students by operating student-centered schools and provide teachers with quality curriculum development training. The New America event, focused on DIL's student-centered work in teacher training and women's empowerment, as well as the role education can play in curbing corruption and violent radicalization.

Focusing on education in Pakistan is of particular importance given the December attack on a Peshawar school resulting in the death of over 130 individuals, mostly children. There is a lot of nuance associated with education in Pakistan, however, the type of work conducted by DIL is largely overlooked by the media. Rather, the media at large discusses South Asia, particularly Pakistan, under the lens of terrorism or poverty. Instead a shift in focus on the region could reduce, and possibly eliminate, the rampant poverty and terrorism issues. Ms. Shah discusses how meaningful education is effectively the only viable pathway to socio-economic empowerment in Pakistan, with each additional year of schooling increasing an individual’s earning by 10 percent. Yet, despite increases in access to education in Pakistan, the population largely remains uneducated and has a high dropout rate with some 25 million children not completing primary school. Even more disheartening is lowering female literacy rates, as girls drop out at a rate twice that for boys.

When DIL initially began opening its schools in Pakistan, the organization notices that almost 48% of schools in Pakistan are dilapidated having no walls, working bathrooms or even classrooms. Additionally, on any given day, 18-20% of teachers did not attend school and curriculum textbooks were outdated. DIL addressed these issues by providing a modern education by developing a student’s critical-thinking, problem-solving, and reasoning skills. This resulted in changing the way the students conducted their everyday lives and changed the community. In large part, DIL’s schools and education concepts succeeded in breaking down barriers concerning the perception of educated girls in Pakistan. In the rural communities that DIL penetrated, education of females was shunned and deemed un-Islamic. Initially, fathers would burn daughter’s books and girls would attend school only when their fathers had left the home. Now, the opposite is the case. DIL receives demand for more schools from neighboring villages after seeing how education has benefited students currently enrolled.

The communities impacted by DIL have realized how meaningful education is, largely due to parents realizing the benefits and potential of educating their daughters. In one of DIL’s schools, when faced with the realization that opportunities for educated girls was limited, the female students were undaunted and developed a concept of opening up a women’s store. In these communities all shops are owned by men, and a woman cannot go shopping on their own. They have to either go with their husband or have their husband or male relative go for them. A woman’s store changes that community perspective by allowing a woman the freedom to shop on her own. DIL students opened two more stores since the initial store. After that period, enrollment for that specific community increased resulting in DIL having to turn down students because they did not have the capacity for so many students.

These minute changes within the community, especially the development of the education system, play a key factor in reducing and ultimately eliminating the spread of extremism and radicalism in Pakistani society. Lack of education results in a lack of professional skill sets, and ultimately unemployment and poverty. Without sufficient opportunities for education, the young are vulnerable to radical rhetoric and tendencies. DIL has worked to change to that narrative by changing one community’s mindset at a time pertaining to education and what constitutes quality education for youth, male and female.

The costs of moving to the burbs

One of the lasting inequities of gentrification is the increasing unaffordability of urban centers.

The suburban enclaves that now ring many major American cities are creatures borne of the excess wealth and development of the post-WWII era. Suburban residents from the 1950's onwards consumed far more resources when commuting long hours to work or maintaining their lush lawns.  Suburbia was space squandered, inefficiency welcomed.  

And those who moved to the suburbs at that time - the largely affluent white community of the 50's and 60's - did so knowing full well that the price they paid for seclusion would be one they could bear.

Not so for the many thousands who are now being forced to abandon their homes in cities across the country and move to America's increasingly depressed suburbs.  These former city dwellers, often renters, often from low-income households, previously lived in the city because they could not afford the plush life of the suburbs. 

As gentrification has attracted younger, wealthier, more educated residents into the city, it has pushed out low wage earners to the suburbs.  The same suburbs that today, as before, require the luxury of time and charge the penalty of convenience.  

Except that these new suburban residents lack both the time (many work multiple low wage jobs to make ends meet) or the desire to live farther from the city.

In the transaction that gentrification represents, It seems only one party benefits: the wealthy who buy and rent the increasingly homogenous  downtown lofts of the inner city.

 

How to Become an Adjunct Professor

On October 23, 2014, I’ll be teaching a workshop on “How to Become an Adjunct Professor” at 1776 DC, a startup incubator in Washington DC. This interactive workshop is intended to assist young or mid-career professionals interested in obtaining a position as adjunct faculty in their field of choice. Becoming an adjunct is an excellent starting point for anyone interested in a career in higher education. Even if such a career is not your calling, becoming an adjunct is a great way to explore and develop an interest in teaching and to stay up-to-date in your chosen field. As adjunct faculty, you can put your work experience to good use, while not having to commit to the strenuous schedule of full-time faculty.

This workshop is uniquely tailored to each attendee’s specific professional needs.  Each attendee will leave the workshop with an understanding of the roles, responsibilities, and expectations of adjunct faculty.  Furthermore, each participant will receive individualized assistance in writing the perfect invitation letter and improving their CV’s. By the end of the workshop, the goal is to empower and excite participants about teaching, and instill in them the confidence to make headway in obtaining an adjunct faculty position in the subject area and university of their choice. 

DATE: Thursday, October 23, 2014
TIME: 6:30 P.M.
WHERE: 1133 15th St. NW, 12th Floor, Washington D.C.

Understanding Terrorism: an Interview with Dr. Bruce Hoffman

I am currently writing a textbook on homeland security (due out from Elsevier next spring 2015).  Unique to this text are interviews with renowned experts in the fields of homeland security and national security.  Dr. Bruce Hoffman is one such expert.  He is perhaps the world's preeminent expert on counterterrorism, faculty at Georgetown University's School of Foreign Service and the author of several books, including the renowned Inside Terrorism.  An excerpt of his interview appears below. Read the rest when it publishes spring 2015.

Professor Bruce Hoffman is currently the Director of the Center for Security Studies, Director of the Security Studies Program, and a tenured professor at Georgetown University's Edmund A. Walsh School of Foreign Service, Washington DC. He previously held the Corporate Chair in Counterterrorism and Counterinsurgency at the RAND Corporation and was the Director of RAND's Washington, D.C. office. Professor Hoffman also served as RAND's Vice President for External Affairs and was Acting Director for RAND's Center for Middle East Public Policy. Professor Hoffman was Scholar-in-Residence for Counterterrorism at the Central Intelligence Agency between 2004 and 2006. He was also adviser on counterterrorism to the Office of National Security Affairs, Coalition Provisional Authority, Baghdad, Iraq during the spring of 2004 and from 2004-2005 was an adviser on counterinsurgency to the Strategy, Plans, and Analysis Office at Multi-National Forces-Iraq Headquarters, Baghdad. Professor Hoffman was also an adviser to the Iraq Study Group. He remains a member of several groups and organizations, including the National Security Preparedness Group, the successor to the 9/11 Commission, and a member of the Advisory Committee of the Terrorism and Counterterrorism Program at the Human Rights Watch. Professor Hoffman is a scholar and visiting professor at numerous institutions including the Woodrow Wilson International Center for Scholars, the U.S. Military Academy at West Point, the Institute for Counter-Terrorism, Interdisciplinary Center, Herzliya, Israel; and, the S. Rajaratnam School of International Studies, Nanyang Technological University, Singapore. Professor Hoffman was the founding Director of the Centre for the Study of Terrorism and Political Violence at the University of St Andrews in Scotland, where he was also Reader in International Relations and Chairman of the Department of International Relations. He is Editor-in-Chief of Studies in Conflict and Terrorism, the leading scholarly journal in the field, and editor of the new Columbia University Press Series on Terrorism and Irregular Warfare. A revised and updated edition of his acclaimed 1998 book, Inside Terrorism, was published in May 2006 by Columbia University Press in the U.S. and S. Fischer Verlag in Germany.

What did you study in school, and how did you get started in your field?
BH: Early on in my education, the Munich Massacre made a great impression on me. The Munich Massacre was an incident where 11 members of the 1972 Israeli Olympic team and others were taken hostage and murdered by terrorists. The incident made me start thinking about terrorism as more than just a localized problem, but rather a contemporary and increasingly global phenomenon.

I focused on ballistic missile issues and the NATO-Warsaw Pact. When I entered graduate school four years later, my peers were primarily interested in strategic issues such as inter-continental ballistic missiles and the confrontation between NATO and the Warsaw Pact. There was an East-West standoff and a cold war but terrorists were also just then becoming a big part of the picture. It was around this time that terrorists began coercing governments to behave in ways that caused these governments to modify their own policies and treaty agreements. The ability of a small group of people (terrorists) to have such a disproportionate impact on nations was a phenomenon I found fascinating. It made me think of international relations differently and I began focusing on the impact that terrorism was having on international relations.

While in graduate school I began to realize that non-state actors, such as terrorists, have much greater impact on states than people realized. How was this possible? I also became curious about the terrorists themselves. Many of them were in their 20's, around the same age as myself. Sometimes, highly educated and on the same path I was on as a student, but then they somehow headed off in a completely different direction. I began to ask questions that I have attempted to answer since then: Why do persons become terrorists? Why do they commit the acts they do? What is it that compels persons to embrace violence as a means to achieving fundamental political change?

I went to graduate school in 1976 when nobody was studying terrorism, which is also what made it appealing. My graduate degree was in international relations, but I focused on military and diplomatic hisotry and security studies within that degree.

If the behavior and motives of terrorists interested you, then why not pursue a field like psychology or cognitive science?
Though psychology may shed light on why terrorists behave the way they do, it seemed to me even back then, that the impetus to becoming a terrorist was an established narrative - the desire to achieve some fundamental change in a political system that these individuals thought was hostile to them, and the belief that joining a certain group of like-minded believers gave collective meaning to their own anger, feelings, or political leanings. For me, understanding terrorism meant trying to understand the political forces and social movements and the historical reasons that animated war and conflict and impelled individuals to becoming terrorists.

As someone who has seen the field mature, what kind of changes have you seen in the way individuals and scholars approach this field?
BH: Because of 9/11 there is greater knowledge about terrorism and the various dimensions of it, than ever before. Today, people instantaneously comprehend the concept of the “terrorist narrative.” The differences in comprehension are fairy profound. When I was studying terrorism in graduate school, most of the time there were no one else doing so, and certainly very few established academics at the time interested in it. None of the larger related majors, such as political science or international relations, had courses focused on terrorism.

Practically speaking, it was also rare for people to have witnessed a terrorist attack, or even know someone who had been affected directly by a terrorist attack. This changed after the 9/11 attack. Today, it is not very difficult to meet individuals who have been directly impacted by terrorism. Moreover, people today are also increasingly affected by a terrorist attack even though they did not experience the attack themselves. Policies throughout the country change, laws are passed and economies shift due to attacks which may take place hundreds of miles away. As tragic as the 1998 U.S. Embassy bombings in Africa were, they did not elicit the same visceral reaction as the 9/11 attacks - such as compelling people to join the armed forces or start studying terrorism. Compared to the 1990's many of my students today have had direct experience with terrorism, in one sense or another, often by serving in the U.S. military or in government. The state of knowledge among my students today about terrorism is completely different, and often informed by some kind of direct or personal experience.

Would you say that violence is a productive or successful way of expressing grievances and influencing change? Why does terrorism continue to be so pervasive?
BH: Successful, yes. Productive, I'm not sure. The answer depends on how you define success. If success is achieving long term goals, then terrorism really isn't a successful way of influencing change. But if success means the ability to attract attention to a cause or belief, then absolutely - terrorism succeeds at this. For terrorists, the first stepping stone is attracting sufficient attention to their cause so as to force it to be thrust upon someone else's agenda. If their issue becomes something others have to deal with, then by that definition the use of violence is successful, because in many cases if terrorists had not resorted to violence, are often ignored.

But doesn't the use of violence create barriers to achieving political or social change?
BH: Not as long as terrorists attempt to calibrate their violence. As long as terrorists don't go too far, as they did with the 9/11 attacks, then violence doesn't serve as too insurmountable of a barrier. The modern use of violence is a big difference in terrorism from the late 20th century. During the 20th century, violence almost always seemed calibrated for a specific outcome. The inclusion of a theological imperative, so common and pervasive in the 21st century among terrorists, means that terrorism today has become something of a divine decree, and the sense of restraint or calibration of violence is abandoned. Thus, when the use of violence to achieve political or social change is ad-hoc and uncalibrated, it becomes much less successful. Modern-day terrorists, like al-Qa'ida, may get attention or publicity, but no one is going to negotiate with them.

How would you define terrorism?
BH: Terrorism is use of violence or the threat of violence in the pursuit of political change. It is generally, acts of violence designed to have far-reaching psychological repercussions committed by non-state actors that often, but not exclusively, target civilians. States of course use terror and other forms of violence against their own citizens and others —and have done so throughout history. And this is as abhorrent and tragic as terrorism is. But one needs to distinguish between “terrorism” —which traditionally is associated with non-state actors and state “terror,” which is what the violence perpetrated by governments against civilians is termed.

Why the dichotomy between “terrorism” and “hate crimes” - why do you think that the federal government and even academia view certain violent actions as terrorism and others as crime. Should there be a difference?
BH: Hate crimes are terrorism. For instance, the FBI's definition of terrorism includes actions that have a political, social, economic or religious motive. How the media or politicians define terrorism is a different story altogether.

Critics, including Congress, have called the Department of Homeland Security out for focusing too broadly on al-Qa'ida inspired terrorism instead of combating terrorism from other sources such as white supremacists and anti-government groups. In the context of your definition of terrorism and hate crimes, what are your thoughts on their criticism?
BH:I disagree with those who say that law enforcement agencies do not regard threats other than those posed by al-Qa'ida as legitimate. For instance, in 2002/2003, just after the 9/11 attacks, the FBI said that the most dangerous terrorist threat to the U.S. came from radical environmentalists or animal rights activists. Acts of terrorism and hate crimes are not necessarily mutually exclusive. Nonetheless, inevitably, law enforcement agencies and others will prioritize certain crimes over others.

Moreover, al-Qa'ida presents a very different, sustained threat which straddles something between a strategic and tactical challenge. Since the government and law enforcement lacks endless resources, they have to develop a means to prioritize which crimes and which criminal organizations they will address. Thus, it is important to note that law enforcement isn't ignoring the threat of terrorism or crime unrelated to al-Qa'ida, but rather understand that law enforcement pays attention to all threats, but prioritizes and emphasizes addressing the al-Qa'ida threat.

Let's take a look at foreign policy. There are allegations by many experts that the collateral damage from U.S. drone strikes abroad creates a lot resentment among citizens of countries like Pakistan and Yemen and this resentment is then used by al-Qa'ida and other terrorist organizations to fuel a narrative of terrorism recruitment and retention. What are your thoughts on that?
BH: An innocent civilian is an innocent civilian. Innocent civilians should not be killed - and the fact that they are is a problematic aspect of drone strikes. Moreover, drones should be used judiciously. However, it is important to remember that drones are not the source of all animus directed towards the U.S. The animus towards the U.S. already exists, drones are often used by terrorists groups as yet another justification to launch attacks on American targets.

In many instances, too, the tallies of civilian casualties are imprecisely known. Governments tend to downplay civilian casualties and terrorists groups or others with an interest against the government tend to exaggerate the same casualties. Discerning the accurate number is part of the problem. The bottom line is, it is wrong to kill innocent civilians. They should never be killed. We (the United States) need to exercise greater restraint, but at the same time that does not mean drones have not proven to be an enormously effective weapon.

Why have drones proven to be an enormously effective?
BH: Though drones will not single-handedly win the war on terrorism, they have nonetheless proven to be enormously effective in targeting terrorist leaders. People often confuse tactics with strategy. Drones are a good tactic, but not a viable long-term strategy. Use of drones alone will not end the al-Qa'ida threat. Nonetheless, drone attacks have eliminated many seasoned, experienced and highly trusted al-Qa'ida operatives. They have compelled members of al-Qa'ida, especially the senior leadership, to spend as much time worrying about their own security as planning the next terrorist attack. These are all positive developments.

You've referred to the “war” several times. Many people contend that the “War on Terror” as both a description and an actual conflict is vague and ambiguous. Moreover, critics contend that a war such as this is one without an end. What are your thoughts on these contentions?
BH: It was a mistake to call this war a “War on Terror” because terror is an emotion. We should have gotten it right and called it a “war on terrorism.” This difference is critical because unlike “terror,” terrorism is recognizable as a political phenomenon. Whether you can declare war on a political phenomenon is a whole other problem, but it is at least slightly less problematical.

Broadly speaking, there never was a “war on terrorism” because we were never going to war with terrorists everywhere. At the same time, calling the struggle a “war” may not have been a mistake because labeling it so recognized that the struggle against al-Qa'ida and associated forces had gone beyond the ability of law enforcement to counter. In fact, up until 9/11 the U.S. viewed terrorism as a law enforcement problem. The U.S. would approach terrorists as criminals and throw the perpetrators in jail, while failing to unravel the terrorists' chain of command and thus potentially intercepting other terrorist plots. It was only after 9/11 that the law enforcement and national security community recognized that terrorism had crossed a threshold and become a much more strategic threat that could not be dealt with on a local level.

Secondly, it is important to note that we have wars against a lot of things - drugs, cancer, poverty. None of them have been very successful because they are big, amorphous issues like terrorism. However, you do need some all-embracing, galvanizing word to pull together the disparate strands of governmental effort, though I am still not necessarily sure “war” is appropriate, even while I understood why it was chosen.

What advice would you give someone in graduate school interested in the work that you do?
BH: Terrorism is a problem that is not going away. It is a problem that still requires smart minds. Even if opportunities in this field may be shrinking at one point in time, at another point they are just as likely to change. Building knowledge on terrorism is essential to understanding it—and government and industry will always need smart people with critical analytical abilities and a solid foundation of learning and understanding of this phenomenon.