Palestinian Bombers as Victimizers and Victims
1. Summarize the central themes, theses, issues, or arguments of the reading assignment.
In the reading assignment, Berko and Erez (2008) aimed to identify the motivations of suicide bombers and the methods by which organizations recruit them. The authors proposed that suicide bombings require “motivated individuals, organizations that foster and channel this motivation, and a cultural milieu that lauds the perpetrator as a hero or martyr” (Berko & Erez, p. 133).
2. Summarize at least four key points made by the authors. In the case of multiple authors, indicate which author you are referring to for each point.
As a result of the study conducted, the authors pointed out that the factors that contribute to a recruit’s decision to become a martyr or shahid include the recruit’s background and social context such as motivation, associations, and membership in subcultures that encourage violent responses to perceived indignation or social problems, as well as the availability of opportunity structures. They also pointed out that while suicide bombers have varying motivations, which include improved “prospects for a gratifying afterlife” (Berko & Erez, p. 143), enhanced social status, the desire to avenge loved ones or fellow Palestinians, and ideological persuasion, the motivation is usually triggered by mundane reasons.
The authors asserted that factors such as the “communal exaltation of shahids” ((Berko & Erez, p. 143), the beliefs in rewards that await martyrs, and the accessibility of suicide-facilitating organizations, ensure a steady supply of candidates.
As such, the authors suggested that that to effect change, it would be necessary for policy makers to consider and address the religious, cultural, and social contexts that “create the push and pull forces” (Berko & Erez, p. 144) that influence a recruit’s decision to become a martyr. Likewise, it would be necessary to provide support for those who are capable of inhibiting the motivation to commit suicide and dissuading their loved ones from carrying out such plans. In particular, these are the mothers and close relatives who should also stay vigilant in watching out for indications of such endeavors.
3. Raise at least two or more questions, critical or informational, related to the reading.
While reading the chapter, I couldn’t help wondering where those people got their seemingly absurd ideas about how being a martyr would provide some excitement to their boring lives, that is, how can they enjoy the excitement if they are going to die? Or where did they get the idea that they will go to the Garden of Eden once they die, a place where there is supposedly overflowing alcohol and where they can do anything they want? Although these ideas may seem absurd and ridiculous to me, I wonder what makes it seem so logical and sensible for them.
Another question is, aside from the religious, cultural, and social contexts, could there also be psychological explanations for such ways of thinking?
4. In a paragraph, characterize your critical reflections on the ideas presented in this reading assignment.
This reading assignment made me realize even more how important the family’s and the society’s role is in shaping the personality, beliefs, and values of an individual, that is, people don’t always conjure their ideas on their own; rather, these ideas are usually influenced by their society and the people around them. I feel sorry for the Palestinians who are brought up in environments that encourage beliefs about such things as suicide bombing being equated to martyrdom. In a way, they cannot be blamed for being the way they are. They are victims of their society’s “twisted” beliefs and are being terribly misguided.
References
Berko, A., & Erez, E. (2008, November 11). Ordinary people and death work: Palestinian
suicide bombers as victimizers and victims. In M. Perry and H. E. Negrin, (Eds.),
The Theory and Practice of Islamic Terrorism: An Anthology (pp. 133-144).
New York: Palgrave MacMillan
