Embracing subjectivities in the collaborative teaching of terrorism

Pedagogy in a ‘critical’ learning environment

Datos Bibliográficos

ID12919311
AutoresJames Fitzgerald (0000-0003-3400-5515, Dublin City University, autor de correspondencia), A F Lemieux (0000-0001-5789-1172, Purchase College)
Año2011
Volumen4
Número3
Páginas441-450
Fecha de publicación2011-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCritical Studies on Terrorism (JOURNAL)
Identificadores de la revistaISSN: 1753-9161 • E-ISSN: 1753-9153
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17539153.2011.623425
OpenAlexW1971246113
IdiomaEN
Citas recibidas1
Referencias citadas17

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