Embracing subjectivities in the collaborative teaching of terrorism

Pedagogy in a ‘critical’ learning environment

Bibliographic Data

ID12919311
AuthorsJames Fitzgerald (0000-0003-3400-5515, Dublin City University, corresponding author), A F Lemieux (0000-0001-5789-1172, Purchase College)
Year2011
Volume4
Issue3
Pages441-450
Publication date2011-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCritical Studies on Terrorism (JOURNAL)
Journal identifiersISSN: 1753-9161 • E-ISSN: 1753-9153
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17539153.2011.623425
OpenAlexW1971246113
LanguageEN
Citations received1
References cited17

This article seeks to reflect on the experiences of the authors as creators and instructors of a unique course on terrorism. It will reflect on how dynamics of cross-cultural and interdisciplinary interaction have been facilitated in a blended learning environment which prioritises students' subjective engagement with ‘terrorism’ to form the very core of their learning experience. It will also reflect on how ‘orthodox’ and ‘critical’ components can symbiotically interact to mutual benefit in the study of terrorism. Keywords: terrorismpedagogyblended learningcross-culturalcritical Acknowledgement This course was supported by both the COIL centre at Purchase College (funded by the US National Endowment for the Humanities) and by the Learning and Innovation Unit and School of Law and Government at Dublin City University. Notes 1. This view has been formed through an extensive review of student feedback in which the benefits of a blended learning environment have been consistently highlighted as an effective facilitative tool for collaborative learning

Critical thinking · Engineering ethics · Pedagogy · Political science · Sociology · Terrorism · Educator Training and Historical Pedagogy · Engineering · Innovative Teaching Methodologies in Social Sciences · Law · Terrorism, Counterterrorism, and Political Violence