Mentor school managers and manage mentoring programmes in schools
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Mentor school managers and manage mentoring programmes in schools
In Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolscal radicalization and terrorism in Europe: some preliminary insights from the early millennium (2000-2010)Galiya Lahav and Arie PerligerIntroductionThe growing number of terrorist plots in Western democracies involving foreigners or members of ethnic minorities has not only stoked national security Mentor school managers and manage mentoring programmes in schools debates, but has also extended to the politics of immigration. Particularly since September 11th, the ‘securitization of migration’ catapulted immigrMentor school managers and manage mentoring programmes in schools
ation policy squarely within a counterterrorism agenda of liberal democracies (see Lahav 2009). While the use of immigration policy as a counter-terroIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schools are the oft-jingoistic and taboo but critical questions related to the role of immigrants in manifestations of radicalism and political violence.This chapter attempts to utilize empirical metrics in order to provide a more systematic analysis of the impact of immigrant policies and integration outc Mentor school managers and manage mentoring programmes in schoolsomes on the proclivities of foreigners or ethnic minorities to engage in radical and/or violent activities.1 Wedding the literatures on migration andMentor school managers and manage mentoring programmes in schools
political violence, we address three core questions. First, what are the characteristics of radical activity and political violence produced by foreigIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolss ofIn Handbook on .Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2Q16;.265:292)radicalism and/or political violence? Finally, under what conditions may immigrants (including 2nd and 3rt generation migrants) be more prone to join radicab violent groups in Europe Mentor school managers and manage mentoring programmes in schools?Focusing on four countries, Britain, France, the Netherlands and Germany, we employ a dataset of more than 200 immigrants implicated in terrorist actMentor school managers and manage mentoring programmes in schools
ivity (between 1990-2010), as well as a dataset of immigrants’ radical and violent activism (2000-2009), in order to examine the contextual relationshIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsl, including types of integration policies (social, political, and economic), and societal norms and practices; 2) Communal level, including demographic and social characteristics of migrant communities, as well as social networks operating within these communities; and 3) Individual level character Mentor school managers and manage mentoring programmes in schoolsistics related to the sociodemographic profile of immigrants involved in terrorist activities. These three levels of analyses offer some empirical insMentor school managers and manage mentoring programmes in schools
ight to the broad and largely unsubstantiated claims made about the relationship between migrant integration and security concerns.Theoretical and resIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsst plots in Western countries has coincided with the shift of immigration policy into a counter-terrorism framework (see Lahav 2009). Immigration policies markedly shifted from the predominantly technical domain of ‘low politics’ (e.g., economic and social concerns) to what international relations s Mentor school managers and manage mentoring programmes in schoolscholars refer to as security or ‘highIII Handbook on Migration and Social Policy, ed. by Gary Freeman anti Nikola Mirilovic (E Elgar, UK, 2016: 265-29Mentor school managers and manage mentoring programmes in schools
2)politics’ (e.g., issues pertaining lo the political and national integrity and security).2 These changes have also coincided with a notable change iIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schools European Communities 2004).Not surprisingly, immigration policies became increasingly marked by exchisionaiy nonns. As Western countlies of die EC and the US have increasingly linked migration policy and border control to sec urity, they have become more protectionist with regards to admissions pol Mentor school managers and manage mentoring programmes in schoolsicies. However, immigrant policies towards integration and incorporation have remained much more elusive. In some cases, countries with assimilationisMentor school managers and manage mentoring programmes in schools
t or ethno-nationalist traditions have embraced more exclusionary' norms (e.g.. France and Germany). In others (e.g.. the United Kingdom, and the NethIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsufficient and uneven incorporation of settled immigrants (Chebel d’Appollinia 2008)?These uneven policies have failed to generate systematic integration outcomes among ethnic minorities and migrant populations (Schain 2010; Pew, 2006; see MPG/MĨPEX, 2010). In many cases, migrants have remained margi Mentor school managers and manage mentoring programmes in schoolsnalized and more readily vulnerable to recruitment by subversive, radical, and violent gloups. As studies on terrorism and violent social movements haMentor school managers and manage mentoring programmes in schools
ve shown, the recent proliferation ol global jihad cells operating in die West have consisted largely of immigrants who have failed to assimilate in tIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsrliger 2014). These developments compel US to question the impact of immigration andIII Handbook on .Migration and Social Policy, cd. by Gary- Freeman and Nikola Mirilovic (E Elgar, UK, 2.Q1&.263.-292J immigrant policies on the inclination of migrants and ethnic minorities to engage in radical polit Mentor school managers and manage mentoring programmes in schoolsical activism.Migrant involvement in radical activities is typically manifested in one of the following three forms. The first is characterized by theMentor school managers and manage mentoring programmes in schools
utilization of immigrants for the execution of an operation that is initiated, planned and supervised directly by an established external organizatioIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsess to potential targets. However, the driving force of the operation is the oi^anization’s members (known as sleeper cells) who are dispatched to the targeted country. For example, in order to perpetrate the attacks against the Israeli embassy (17 March 1992) and the Jewish community center in Buen Mentor school managers and manage mentoring programmes in schoolsos Aires (18 July 1994), the Hezbollah recruited local Lebanese from the large Argentinean Shiite community in the nonhem pan of the country. These reMentor school managers and manage mentoring programmes in schools
cruits filled important roles in providing the perpetrators with the needed logistical assistance and intelligence. In the same manner, in late 1994, In Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schools's activists planted explosives in Parisian neighborhoods and in the Metro subway system during the years 1995 and 1996. They were also implicated in the hijacking of an Air France aircraft en route from Algiers to Paris in December 1994 (Weinberg. Pedahzur and Perliger 2009).The second type of invo Mentor school managers and manage mentoring programmes in schoolslvement of immigrants in terrorism involves small groups which, while inspired by the ideology, acts and propaganda of the more established organizatiMentor school managers and manage mentoring programmes in schools
ons, evolve spontaneously and act independently in terms of training, targetIII Handbook on .Migration and Social Policy, ed. by Gary Freeman and NikoIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsigrants to Europe and their descendants who have found it difficult to assimilate in their new countries and have developed a strong sense of alienation (Sageman 2004). The terrorist networks which were responsible for the London bombings in 2005, the Madrid attacks in 2004, the attempted attacks in Mentor school managers and manage mentoring programmes in schools the Netherlands in 2004 are just a few examples of these kinds of groups.Finally, the third type of radical activity involving migrants is more spontMentor school managers and manage mentoring programmes in schools
aneous in nature, and represents an extension of external conflicts. Basically, the migrants import the conflicts that involved their homeland into thIn Handbook on Migration and Social Policy, cd. by Gary Freeman and Nikola Mirilovic (E Elgar, UK, 2016: 265-292)Ch. 14 Immigrant integration, politic Mentor school managers and manage mentoring programmes in schoolsuring the 2006 Israel-Hezbollah war and the last several Israeli operations in the Gaza Strip (December-January 2008, November 2012, July-August 2014), as well as the attacks upon Yugoslavian facilities by immigrants from the Balkan countries. Perhaps the most salient example of this kind of violenc Mentor school managers and manage mentoring programmes in schoolse are the violent demonstrations and attacks of German Kurds against Turkish symbols and institutions during February 1999, after the PKK leader, AbduMentor school managers and manage mentoring programmes in schools
llah Ocalan, was caught and judged by the Turkish authorities. One of their most daring operations was on 16 February, when approximately ten KurdishGọi ngay
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