Teaching Terrorism and Counterterrorism

Edited by Alice Martini, Lecturer of International Relations, International Relations and Global History Department, Complutense University of Madrid, Spain and Raquel da Silva, Associate Professor, Faculty of Economics, University of Coimbra and Integrated Researcher, Centre for International Studies, Iscte-IUL, Portugal

• Contents1 Introduction: teaching as disruption, power, emancipation,and imagination 1Alice Martini and Raquel da SilvaPART I COLLABORATIVE AND PEER-LED PEDAGOGIES2 Contextualizing terrorism: collaborative learning throughcase study groups 18Elisabeth Schweiger3 Using peer teaching as an effective method to teach terrorismin a teacher-centred pedagogic culture 28Francis Kwabena Atta4 Teaching political violence without doing violence: anintersectional feminist pedagogy for research-based learning 41Leonie B. Jackson5 Who’s a terrorist? Reflective activities and the production of acritical terrorism studies classroom 55Carl GibsonPART II CREATIVE AND VISUAL METHODS6 Teaching gender and terrorism studies: engaging with visualand story-building strategies for critical thinking 71Louis Francis Monroy Santander7 Making the strange familiar and the familiar strange: popularculture as a teaching tool on terrorism 86Louise Pears8 Postcard making in the classroom: creative teaching methodsto foster students’ critical reflexivity 99Raquel da Silva9 Evaluating and analysing the concept of war: stimulatinghigher-order thinking skills through LEGO® 117David J. Wilcox and Giuditta FontanaPART III SIMULATIONS AND EXPERIENTIAL LEARNING10 From terrorists to guerrillas: a simulation activity for guerrillawarfare on seizing power 137Alexandra Phelan and Christina Schmid11 Simulating counterinsurgency: teaching with the videogameRebel Inc. 151Jane Kirkpatrick12 Teaching power by making it: using AI to reproduce andcritically analyse hierarchies in international security studies 166Alice MartiniPART IV CONTEXT, LANGUAGE, AND NARRATIVE ANALYSIS13 Learning about the conditions of possibility for politicalviolence in the history of Israel/Palestine 183Marina Díaz-Sanz14 Reconstructing the semantic field of political violence inIslam: the role of language in studying jihadi terrorism 201Renata Pepicelli and Guendalina Simoncini15 X-ray of a conflict: unmasking media narratives throughdeconstructive analysis 217Anabel Garrido-Ortolá16 National Study Guides: fostering critical understanding ofterrorism and counterterrorism among international students 234Raquel da SilvaPART V CONCLUSION17 Conclusion: students imagining the future of teaching security 249Beatriz Rodrigues, Catarina Calvinho Mendonça, DanielSantos, Giovanni Luca Catucci, Laura Ribeiro, Alice Martiniand Raquel da Silva

‘This book is a treasure trove of critical pedagogy using collaborative, creative, simulative, and narrative methods and cutting-edge tools including digital technology and AI. Practical examples inspire transformative un-/learning of knowledge and power not only in the critical terrorism and security studies classroom but in (international) politics subjects more generally.’