Terrorism and radicalization came to the forefront of news and politics in the US after the unforgettable attacks of September 11th, 2001. When George W. Bush famously asked "Why do they hate us?," the President echoed the confusion, anger and fear felt by millions of Americans, while also creating a politicized discourse that has come to characterize and obscure discussions of both phenomenon in the media. Since then the American public has lived through a number of domestic attacks and threats, and watched international terrorist attacks from afar on television sets and computer screens. The anxiety and misinformation surrounding terrorism and radicalization are perhaps best detected in questions that have continued to recur in the last decade: "Are terrorists crazy?"; "Is there a profile of individuals likely to become terrorists?"; "Is it possible to prevent radicalization to terrorism?" Fortunately, in the two decades since 9/11, a significant body of research has emerged that can help provide definitive answers. As experts in the psychology of radicalization, Sophia Moskalenko and Clark McCauley propose twelve mechanisms that can move individuals, groups, and mass publics from political indifference to sympathy and support for terrorist violence. Radicalization to Terrorism: What Everyone Needs to Know synthesizes original and existing research to answer the questions raised after each new attack, including those committed by radicalized Americans. It offers a rigorously informed overview of the insight that will enable readers to see beyond the relentless new cycle to understand where terrorism comes from and how best to respond to it.

Since the 1970s, there have been three challenges to traditional, homogeneous "national" identities across the Western world: political and socioeconomic inequality; neoliberal globalization; and more diverse, multicultural societies. As in the US and elsewhere in Western Europe, the decline of an old, masculinized national identity has now begun to open a new, dark era for Britain. Ever since the "war on terror" was added to the mix, "others" in Britain have been brutally demonized. Muslims, routinely presented as the source of society's ills, are subjected to both symbolic and actual violence. Deep-seated and structurally racialized norms amplify the isolation and alienation impeding Muslim integration. Both these "left-behind" Muslims and white-British groups who perceive themselves as the true nation are under pressure from ongoing geopolitical concerns in the Muslim world, as well as widening divisions at home. Tahir Abbas argues that, in this context, the symbiotic intersections between Islamophobia and radicalization intensify and expand. His book is a warning of the world that results: a rise in hate crime, the institutionalization of Islamophobia, and the normalization of war and conflict.

Radicalisation is a conceptual investigation within Western liberal democratic societies that follows an analytical framework linking expertise theory to discourse analysis of publications from the academic, governmental, and non-governmental spheres, as well as a dozen interviews with experts in the field. The reader will come to understand the socio-political configurations that led to the emergence of radicalisation as an object of study. The book also identifies the historical tensions regarding models, definitions, and operationalisation of the concept of radicalisation in social sciences research. Finally, a new model explaining how the term radicalisation became the central conceptual framework of a new field of expertise will be proposed. The book is situated within the fields of security studies, crime prevention, and sociology of expertise. The book is innovative in its distinct focus on the term radicalisation and the expertise thereof. With its diachronic and synthetical approach, the book also serves as an entry point for all researchers and practitioners seeking an introduction to the subject of radicalisation and violent extremism. The book addresses the debates among academics, public experts, and policymakers into the origin, dissemination, and maintenance of the field of expertise. Thus, the aim is not so much to uncover the 'true' meaning of the term as to understand how it has been socially constructed, this book will be of great interest to students and scholars of criminology, security studies, and sociology.

The essays brought together in Islam, Law and Identity are the product of a series of interdisciplinary workshops that brought together scholars from a plethora of countries. Funded by the British Academy the workshops convened over a period of two years in London, Cairo and Izmir. The workshops and the ensuing papers focus on recent debates about the nature of sacred and secular law and most engage case studies from specific countries including Egypt, Israel, Kazakhstan, Mauritania, Pakistan and the UK. Islam, Law and Identity also addresses broader and over-arching concerns about relationships between religion, human rights, law and modernity. Drawing on a variety of theoretical and empirical approaches, the collection presents law as central to the complex ways in which different Muslim communities and institutions create and re-create their identities around inherently ambiguous symbols of faith. From their different perspectives, the essays argue that there is no essential conflict between secular law and Shari`a but various different articulations of the sacred and the secular. Islam, Law and Identity explores a more nuanced and sophisticated understanding of the tensions that animate such terms as Shari`a law, modernity and secularization

This book presents the views of leading scholars, academics, and educators on the renewal of Islamic schools in the Western context. The book argues that as Islamic schools in Western contexts have negotiated the establishment phase they must next embrace a period of renewal. Renewal relates to a purposeful synthesis of the tradition with contemporary educational practice and greater emphasis on empirical research substantiating best practices in Islamic schools. This renewal must reflect teaching and learning practices consistent with an Islamic worldview and pedagogy. It should also inform, among other aspects, classroom management models, and relevant and contextual Islamic and Arabic studies. This book acquaints the reader with contemporary challenges and opportunities in Islamic schools in the Western context with a focus on Australia.