vesalius college pol424m terrorism, counterterrorism and ... · terrorism, counterterrorism and...
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VESALIUS COLLEGE Spring 2019
POL424M
Terrorism, Counterterrorism and (De-)Radicalisation
Number of ECTS credits: 6
Classes on Thursdays, 15:30-17:30 (Room VeCo1).
Contact Details – Professor Thomas Renard
E-mail: [email protected]
Office hours: Mondays, 11:30-12:30 (please, schedule an appointment).
Contact Details – Professor Koen Troch
E-mail: [email protected]
Contact Details – Professor Nathalie Marcus
E-mail: [email protected]
Course Description
This elective seeks to enhance students’ understanding of ideological, strategic, and operational
characteristics of global terrorism, radicalization as well as counter-terrorism strategies in the
21st Century. Students will define terms associated with the movement, and explore the
development, motives, tactics as well as the variety of conditions of radicalization and
terrorism, with a specific focus on Europe. The course will provide both a critical assessment
of the contributing factors behind the emergence of terrorism as well as of the methods and
policies used by national and international actor to prevent and counter terrorism. Policy
debates, statements and literature from a diversity of actors, including jihadists themselves,
will be introduced to create a comprehensive understanding of all perspectives involved in the
movement. This course places heavy emphasis on the professional writing, briefing, conduct,
and other skills needed for careers in the counter-terrorism and the security field.
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Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire (MA GPSSS)
Course code and course name: Terrorism, Counterterrorism and (De-)Radicalisation
Instructors: Thomas Renard, Koen Troch and Nathalie Marcus
Summary:
Number of assignments used in this course: 3
Number of Feedback occasions in this course (either written or oral): 3
Number and Types of Teaching Methods: 3
Does your course require graded student oral presentations?: Yes
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
A.1 Major Theories & Core
Concepts of IR & their practical
application to historical and
contemporary policy issues
To learn the core theories of
terrorism/radicalisation and
counter-terrorism/radicalisation.
To learn how to apply theoretical
and conceptual tools to historical
and contemporary policy issues.
Lecture, discussion, student
presentation
Essay, presentation and final
exam
Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
A.4 Core actors, organizations and
players at the national, regional and
global level – both in the state-
centric and non-state actor realm-
capable of influencing major issues
of peace, security and strategy
(including the role of the individual
and transnational networks)
To learn the motivations and
methods of key terrorist groups
and individuals, as well as the
responses developed by state
agencies.
Lecture, discussion, student
presentation
Essay, presentation and final
exam
Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
A.5 Major processes, developments
& dynamics related to conflicts &
conflict resolution, from both a
To learn how terrorism emerges
and ends (or not)
Lecture, discussion, student
presentation
Essay, presentation and final
exam
Oral feedback to the
presentation
Written feedback to the essay
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Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
historical and contemporary
perspective;
Informal feedback throughout
the course during the seminar
A.8 Theoretical, conceptual and
policy-oriented debates related to
the major tools, policies and
approaches related to the promotion
of peace and security and the
tackling of ‘classical’ and
‘emerging’ security threats
To learn the gap between
academia and the policy world.
To learn major academic and
policy debates.
To learn how to process complex
information through theoretical
frameworks.
Lectures will cover key concepts
and issues, and readings will
provide specific examples.
Essay, presentation and final
exam
Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
A.10 Differentiate between the
Brussels (incl. EU) and the global
perspectives, and understand the
ways in which these will interact
Learn about different CT
experiences
Readings approach some non-
Western experiences, and certainly
national ones.
Essays allow students to look
beyond the ‘West’
Readings, Essay Written feedback to the essay
Informal feedback throughout
the course during the seminar
B.1 apply their multidisciplinary
knowledge & understanding to
concrete challenges and issues of
policy-making in the areas of global
peace, security and strategy
To apply theoretical concepts to
concrete policy issues.
Most specifically, draw from
political sciences, sociology, or
psychology (among other
disciplines) to understand
(counter-)terrorism.
Lecture, discussion of readings,
student presentation
Essay, presentation and final
exam Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
B.2 develop and apply
multidisciplinary insights to
concrete ‘real-life’ issues and tasks
individually and in a team
Apply multi-disciplinary
teachings to real CT campaigns
Discussion, student presentation Essay, presentation
Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
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Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
C.2 Analyze and evaluate the ethical
dimension and societal implications
of key approaches, policies and
paradigms related to global peace,
security and strategic debates and
issues
To learn how to critically assess
counter-terrorist campaigns and
methods.
Lecture, discussion, student
presentation
Essay, presentation and final exam Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
D.1 Demonstrate and develop the
ability to communicate arguments,
recommendations and research
results in a confident, convincing,
precise, effective and engaging
manner in written form
To learn how to carry out
independent research.
To write clearly and effectively.
Essay. Essay
Written feedback to the essay
D.2. Demonstrate and develop the
ability to communicate arguments,
recommendations and research
results in a confident, convincing,
precise, effective and engaging
manner through the spoken word
and oral presentations
To learn how to make a good and
persuasive oral presentation.
To learn how to argue with
classmates, using scientific and
critical arguments.
Discussion and oral presentation Discussion and oral presentation Oral feedback to the
presentation
D.5 Demonstrate and develop the
ability to communicate complex
subject-matters to a predominantly
policy-oriented and professional
audience
To communicate more clearly
with policy-makers
Discussion in class with
practitioners
Guest lectures
Informal feedback throughout
the course during the seminar
E.1 Develop the ability to critically
reflect on one’s strengths and
weaknesses with a view to
continuously improve and enhance
one’s knowledge, skills and
capacities;
To critically reflect on one’s own
assumptions about (counter-
)terrorism
Lecture, discussion, student
presentation
Essay, presentation and final exam Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
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Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
E.2 Develop independence of
thought and an autonomous
approach to studying, research as
well as the acquisition and
enhancement of new knowledge and
skills in unfamiliar environments
To learn how to carry out
independent research.
To be exposed to unfamiliar
perspectives.
Discussion, student presentation,
essay
Essay, presentation and final exam Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
F.5 Develop and demonstrate an
attitude of open-mindedness,
academic integrity, critical and self-
critical reflection with a view to
contribute to rigorous analysis and
diverse academic debates
To differentiate between empirical
and normative statements.
To have an open-minded attitude
toward different perspectives.
Lecture, discussion, student
presentation
Essay, presentation and final exam Oral feedback to the
presentation
Written feedback to the essay
Informal feedback throughout
the course during the seminar
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Course Assessment: Assignments Overview The students will be evaluated on the basis of their performance in the following assignments:
➢ Student presentations 25%
➢ Final Essay 35%
➢ Final examination 40%
TOTAL 100%
Deadlines:
- Contact the instructor about the topic for the presentation/essay by 7 February.
-Presentations: 7 March.
-Final essay by 15:00 on 4 April. To be submitted on Canvas, which uses Turnitin to
detect plagiarism.
Work Load Calculation for this Course: This course counts for 6 ECTS, which translates into 150 – 180 hours for the entire semester for this course. This means that you are expected to spend roughly 10 hours per week on this course. This includes 2 hours of lectures or seminars per week and 8 hours ‘out of class’ time spent on preparatory readings, studying time for exams as well as time spent on preparing your assignments. Please see below the estimated breakdown of your work-load for this course. Time spent in class: 2 hours per week / 28 hours per semester Time allocated for course readings: 7 hours per week / 84 hours per semester Time allocated for preparing for presentation: 14 hours Time allocated for preparing for the final essay and proposal: 20 hours Time allocated preparing/revising for written Final Exam: 10 hours Total hours for this Course: 156 hours
Grading Scale of Vesalius College
Vesalius College grading policy, in line with the Flemish Educational norms, is now as stated follows:
Grade Scale of 20 Scale of 100
A 17.0-20.0 85-100
A- 16.1-16.9 81-84
B+ 15.3-16.0 77-80
B 14.5-15.2 73-76
B- 13.7-14.4 69-72
C+ 13.1-13.6 66-68
C 12.3-13.0 62-65
C- 11.5-12.2 58-61
D+ 10.7-11.4 54-57
D 10.0-10.6 50-53
F Below 10 0-49
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Description of assessment activities, grading criteria and deadlines:
Student presentations (25%)
The oral presentation and the essay work hand-in-hand. The in-class oral assignment consists
of a 15 minutes presentation of the early findings that will guide the essay. More specifically,
the student will be expected to present one terrorist organisation, explain how it emerged/was
created, how it has evolved (in terms of ideology and methods), what was the overall profile
of the group members, and how it survived or alternatively was defeated. Students are expected
to rely on the teachings of class and existing literature. A PowerPoint presentation is expected.
The grading will be based on the substance (i.e. how well-researched is the presentation, how
well-informed and argued), as well as on the form (communication skills). Possibility will be
given for a discussion with classmates, which is also considered as part of the presentation.
The topic should be agreed with the Instuctors by 7/2 (week 3). Presentations will take place
during the same week (week 7), on 7 March. Absence to that class should be strictly justified.
Descriptor Excellent Satisfactory Unsatisfactory
Oral presentation
skills
(20 points)
Very well structured;
focused and clear
presentation
Well-structured, mostly
focused presentation.
Disorganized and unclear
presentation.
Visual presentation
skills
(10 points)
Good use of visual aid
(where provided)
Appropriate visual aid
(where provided)
Visual aid is not used or
organized at best (where
provided).
Origins/causes/profile
(30 points)
The presentation
addresses various
elements that explain the
emergence of the
movement.
The presentation only
partly addresses core
causes.
Inability to explain why and
how the terrorist group
emerged.
Evolution of
tactics/methods
(30 points)
The presentation explains
clearly and
comprehensively how the
tactics of the group
evolved, and why.
The presentation explains
partly how the tactics of
the group evolved, and
why.
The presentation insufficiently
explains how the tactics of the
group evolved, and why.
Lessons
(10 points)
The presentation draws
convincing lessons for
modern CT.
The presentation draws
partly convincing lessons
for modern CT.
The presentation draws
insufficiently convincing
lessons for modern CT.
Total
( /100 points)
Final Essay (35%)
You will write an essay that analyses the evolution of a terrorist group and the responses that
were devised to combat it, and reflect on lessons for modern counter-terrorism. You will be
required for this to rely and use scientific literature, including but not limited to the class
readings. The topic/group will be the same as the one of the oral presentation.
Your essay is due by 15:00 on 4 April on Canvas, which uses Turnitin. A hard copy should
be submitted in class as well. When submitting to Canvas, use an informative file name,
including your surname and the issue covered (for example “Smith_Cuban Missile Crisis”).
Make sure you submit your paper in Word format (NO PDF). NOTE: Late submission
reduces the score 10 percentage points per day (if you are late for 1 minute, your
maximum point becomes 90%. It becomes 80% between 24 hours and 48 hours late, and
so on). To avoid problems with the computer or the Canvas website, you are strongly
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encouraged to submit the paper a few days before the deadline. The essay should be
submitted in Times New Roman font, 12 points type, 1.5 spaced. It should be between 4000
and 5000 words, INCLUDING every part of the paper (e.g., the cover page, footnotes, and the
bibliography). Papers that deviate from the word range will be penalized.
Papers should be structured in 4 sections, distinguishable by clear headings and subtitles (see
the table below for more details). Please note that the title of each section is your compass to
navigate both your topic and your selected theories. Make sure that each section is coherent
and that the argument draws on and follows the selected subtitle. The paper should be structured
as follows:
Section Description and checklist
Introduction
This section sets the context of the essay and presents the core argument. This
should be done in the form of a research question/statement.
Part two –
The group
This section addresses the root causes of the terrorist group, its evolution in
time (in terms of size, popular support, strategy, tactics and methods), it
explores what made it successful or not.
Part three –
The response
This section addresses how one country responded to the terrorist
organisation, what measures where taken and whether these measures were
effective and why (not).
Conclusion
The conclusion should not only summarise the main argument of the paper,
but also draw some lessons for modern counter-terrorism campaigns, which
can be presented in the form of reflexions or recommendations.
System of bibliographic referencing
Please use APA, MLA, Chicago, or Harvard style for your referencing.
For general guidance on “Acknowledging, Paraphrasing, and Quoting Sources”, please consult
this overview developed by the writing center at University of Wisconsin-Madison and
available at: http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf.
Please, also consult the following short guide for “Acknowledging, Paraphrasing, and Quoting
Sources”, available at: writing.wisc.edu/Handbook/Acknowledging_Sources.pdf
For direct quotes, page number, when available, should be cited in the text of your work.
Harvard style of referencing - Examples:
In-text citation:
Both unities of discourses and objects are formed “by means of a group controlled decisions” (Foucault,
2011:32).
Habermas acknowledges the crucial function of language as a “medium of domination and social force”
(1974:17, in Forchtner, 2011:9).
In your reference list:
How to quote books:
Held, D. (1980). Introduction to Critical Theory: Horkheimer to Habermas. Berkley: University of
California Press.
How to quote chapters in edited books:
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Wæver, O. (1995), ‘Securitization and Desecuritization’, in Ronnie, D. L. (ed.) On Security, New York:
Columbia University Press, pp. 46-86.
How to quote articles:
Foucault, M. (1982), ‘The Subject and Power’. Critical Inquiry, 8(4): 777-795.
How to quote electronic sources:
Thatcher M (1992), Europe’s Political Architecture, Speech in the Hague delivered on the 15th May
1992, available at the Margaret Thatcher Foundation:
http://www.margaretthatcher.org/speeches/displaydocument.asp?docid=108296,
retrieved on 8 June, 2012.
Grading Form for the final essay (40%)
The following criteria will be applied in assessing your written work: Selection of a clearly focused
topic, a logical, well-structured and well-organized analysis; Ability to select and summarize core
theoretical tools; Critical understanding of the concepts and theories studied in the course; Ability to
proceed to a theoretically grounded analysis of the selected topic. (see below for more details).
Fail Pass Good Excellent
Introduction
Research
Question /
Statement / (10)
The research question
is irrelevant or not well
identified; the topic is
not adequately
contextualized; the
outline is absent or
flawed.
The introduction gives
sufficient information on
the research question, the
topic and the outline. A
combination of flaws
hinders the author’s
argument.
Good ability to identify a
research question and to
pose a relevant research
question. Some
redundancies. The outline
is overall good and
background information is
relevant.
Clear and concise research
question / Succinct outline
of structure of the paper
and main argument.
Analysis /
Discussion of
the terror group
(25)
The analysis shows
major pitfalls; Inability
to apply theoretical
frameworks to
empirical cases.
Information provided is
insufficient; the
analysis is superficial.
Sufficient ability to
review relevant facts for
the analysis. Core
statements are not always
supported by reference or
evidence; not all
information is relevant.
Basic critical
engagement.
Good critical analysis,
supported by good
information and data; some
flaws in the use of data and
reference in support of
one’s argument; Minor
flaws in the argumentative
line and the application of
theories.
Excellent use of evidence
and references; Clear
application of theoretical
frameworks; Critical
evaluation of core
assumptions of other
authors
Analysis /
Discussion of
the counter-
terror campaign
(25)
The analysis shows
major pitfalls; Inability
to apply theoretical
frameworks to
empirical cases.
Information provided is
insufficient; the
analysis is superficial.
Sufficient ability to
review relevant facts for
the analysis. Core
statements are not always
supported by reference or
evidence; not all
information is relevant.
Basic critical
engagement.
Good critical analysis,
supported by good
information and data; some
flaws in the use of data and
reference in support of
one’s argument; Minor
flaws in the argumentative
line and the application of
theories.
Excellent use of evidence
and references; Clear
application of theoretical
frameworks; Critical
evaluation of core
assumptions of other
authors
Structure (10) Loose structure; failure
to provide most
relevant information.
Serious mismatch
between theory and
analysis.
Some flaws in the
structure of the paper; not
all information is
relevant; mismatch
between theoretical and
analytical frameworks.
Overall, the paper is well-
structured. Some minor
flaws in the organization
hinder the strength of the
argument.
Coherent and logical
structure; clear argument,
linking theories and
empirical examples back
to answering the main
research question.
Conclusion (20) The conclusions mainly
repeat previous
sections; no critical
The conclusions show
some attempts to
critically review the main
findings
The conclusions show a
good ability to engage
critically with the topic and
assess the main findings.
Succinct summary of key
findings and answer to the
research question; Critical
and open-minded
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evaluation or reflection
on main findings
evaluation of core
arguments and results.
Offers policy implications.
Formal Aspects
(10)
Incorrect
expression/referencing
system; Insufficient
readings (less than 5)
Some flaws in the
expression and the
referencing systems;
Sufficient number of
sources (at least 5).
Overall correct use of
language and referencing
system; adequate number
of sources (5-9 references).
Correct use of language
and referencing system;
Appropriate Number of
Sources (10 or more
references)
TOTAL
Final exam (40%)
The final exam (40%) will be held at the end of the course (location and time will be
announced once the final exam schedule is posted). Questions for the final exam can address
any topic covered in this semester. More details about the exam will be discussed in class.
Final exam grading criteria
Close-ended questions are “right or wrong” questions. Open-ended questions will be evaluated
according to the following criteria:
Fail (0-1.6) Pass (1.7 – 2.8) Good (2.9 – 3.9) Excellent (4-5)
Structure and
completeness
of the answer
The answer is
loosely structured
and fails to provide
most relevant
information.
The answer provides
only most relevant
information and it is
not structured at best.
The answer is well
structured, although with
some flaws. Information
provided is pertinent and
overall exhaustive.
The answer addresses
the question in a
structured, succinct and
analytical manner.
Expression Expression is poor
and technical
vocabulary is not
developed.
Expression is
occasionally defective.
Several imprecisions in
the use of technical
vocabulary.
Overall good capacity to
express complex
concepts and correct
language. Some minor
flaws
Excellent capacity to
express and discuss
complex concepts.
Command of technical
language.
Knowledge
and
understanding
of theoretical
frameworks
Theories are simply
mentioned. Weak
engagement with the
course material.
Severe conceptual or
theoretical
oversimplification.
Sufficient engagement
with theories; not all
information provided is
relevant or well
explained. Sufficient
understanding of
theoretical
frameworks.
Overall, theories are well
presented and reviewed.
Some minor imprecision
in the review of theories
and concepts; fairly
good critical ability to
assess theoretical
frameworks.
Excellent
understanding of
arguments and debates;
good critical
assessment of
theoretical frameworks;
good ability to compare
and contrast key
arguments.
Ability to
apply
theoretical
frameworks
The examinee fails to
apply theoretical
frameworks to
empirical cases.
Sufficient attempt to
relate theoretical
frameworks to concrete
cases altough with
some mistakes. Some
ability to critically
engage with the
theories and topics
under enquiry.
Overall, the examinee
manages to relate
theoretical and
conceptual frameworks
to concrete examples
and cases. Some
imprecisions and
mistakes.
Excellent ability to
apply theories to
concrete cases. The
answer reveals a critical
understanding of both
theoretical frameworks
and topics under
enquiry.
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Vesalius College Attendance Policy
As the College is committed to providing students with high-quality classes and ample
opportunity for teacher-student interaction, it is imperative that students regularly attend
class. As such, Vesalius College has a strict attendance policy.
Participation in class meetings is mandatory, except in case of a medical emergency (e.g.
sickness). Students will need to provide evidence for missing class (doctor’s note). If
evidence is provided, the missed class is considered as an excused class. If no evidence is
provided immediately before or after the class, the missed class is counted as an absence.
Participation implies that students are on time: as a general rule, the College advises that
students should be punctual in this regard, but it is up to the professor to decide whether to
count late arrivals as absences, or not.
Additional Course Policies
Late paper policy
The College considers late submissions as disruptive and disrespectful practices and strongly
recommends students to work on their time management. Late papers will be assessed as
follow:
• Late submission reduces the score 10 percentage points per day (if you are late for 1
second, your maximum point becomes 90%, until 24 hours after the deadline. The
maximum point becomes 80% between 24 hours and 48 hours after the deadline, and so
on).
• Students are strongly encouraged to submit papers at least an hour before the deadline.
Problems with internet, printer, etc. will not excuse late submission.
In the event of exceptional circumstances which impede the delivery of assignments, a student
may request prior to the assigned due date an extension without penalty. Students must
accompany this request with a medical certificate or other proof of the extreme circumstance
that impeded the fulfilment of the task. In this case, the student should still submit the draft
she/he has produced so far.
Professors will examine the request and decide whether an extreme circumstance exists or does
not exist. ‘Extreme circumstances’ must be significant, unpredictable and serious. These
include medical treatment or distress for a family crisis or loss. These do not include time
management problems, technical problems with the computer, inability to find sources,
attending a wedding.
Academic Honesty
Academic dishonesty is NOT tolerated in this course. Academic honesty is not only an ethical
issue but also the foundation of scholarship. Cheating and plagiarism (including self-
plagiarism) are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in writing
to the Student Conduct Committee for disciplinary action. Appropriate references and citations
must be provided to any work, including your own previous writing. Grammar, spelling and
punctuation count, so use the tools necessary to correct before handing in assignments.
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Course Schedule
*Some changes may be made to the following schedule, and I reserve the right to revise the
syllabus accordingly.
*In addition to the readings listed below, students will be sometimes required to read short
news articles. Students are not required (but are encouraged) to read the suggested readings.
PART I: Radicalisation, Terrorism and Insurgency
1) 24 January Introduction to key warfare concepts: terrorism, insurgency, revolution
2) 31 January Radicalism, radicalisation and (violent) extremism
3) 7 February Vectors of radicalisation and new trends: crime-terror nexus, prisons, internet
4) 14 February History of terrorism in Europe: anarchists, left-wing, righ-wing, separatists
5) 21 February Jihadi terrorism in Europe:
6) 28 February FTF vs Homegrown terrorism
7) 7 March Presentations
PART II: Counter-terrorism, Countering Violent Extremism (CVE) and Counter-radicalisation
8) 14 March Counter-terrorism, counter-insurgency
9) 21 March Counter-radicalisation, C/PVE
10) 28 March How terrorism ends, and why terrorists quit
11) 4 April Countering terrorism today : the role of EU
12) 25 April Countering terrorism today: the role of NATO
13) 2 May Countering terrorism today: A national perspective
14) 9 May Looking ahead: future threats
15) 16 May Final exam
Readings:
*In addition to the readings listed below, students will be often required to read short news
articles. Students are not required (but are encouraged) to read the suggested readings.
General readings and others
Recommended academic journals:
Terrorism and Political Violence; Studies in Conflict and Terrorism; Journal for
Deradicalization; Behavioral Sciences of Terrorism and Political Aggression; Perspectives on
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Terrorism; CTC Sentinel; International Journal of Intelligence and Counterintelligence;
Journal of Policing, Intelligence and Counter Terrorism; International Affairs; Foreign
Affairs
Recommended podcasts:
Terrorism 360: https://www.start.umd.edu/terrorism360
Talking Terror: https://soundcloud.com/user-366747443
Caliphate (NYT): https://www.nytimes.com/interactive/2018/podcasts/caliphate-isis-rukmini-
callimachi.html
Recommended newspapers and magazines:
Financial Times; New York Times; Washington Post; Guardian; Le Monde; Mediapart; The
Economist
Week 1:
Mandatory readings:
Wilkinson, P. (2006). Terrorism vs Democracy, Chapter 1, Abingdon: Routledge. (19p.)
Schmid, A. (2004). ‘Terrorism: The definitional problem’, Case W. Res. J. Int'l L., 36:2, pp.
375-419. (45p.)
Byman, D. (2018). ‘When to Call a Terrorist a Terrorist’, Foreign Policy, October. (2p.)
Suggested Podcast:
EP 1: Defining Terrorism: A Conversation with Martha Crenshaw, Terrorism 360,
https://www.start.umd.edu/terrorism360
Recommended reading:
Jones, S. et al. (2018). ‘From the IRA to the Islamic State: The Evolving Terrorism Threat in
Europe’, Washington: CSIS, December. (50p.)
TE-SAT 2018, Europol.
Week 2:
Mandatory readings:
Lia, B. et al. (2000). ‘Why terrorism occurs - A Survey of Theories and Hypotheses on the
Causes of Terrorism’, Oslo: FFI. (30p.)
Schmid, A. (2013) ‘Radicalisation, De-Radicalisation, Counter-Radicalisation: A Conceptual
Discussion and Literature Review’, The Hague: ICCT, pp. 1-39. (40p.)
Sedgwick, M. (2010), ‘The Concept of Radicalization as a Source of Confusion’, Terrorism
and Political Violence, 22:4, pp. 479-494. (16p.)
Recommended readings:
Crenshaw, M. (1981). The causes of terrorism, Comparative Politics, 13:4., pp. 379-399.
Coolsaet, R. (2018), ‘Radicalisation – The origins and limits of a contested concept’ (21p.)
Neumann, P. (2013), ‘The trouble with radicalization’, International Affairs, 89: 4, pp. 873–
893.
Malthaner, S. (2017). ‘Radicalization: The Evolution of an Analytical Paradigm’, European
Journal of Sociology, 58:3, pp. 369–401.
Week 3:
Mandatory readings:
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Basra, R. et al. (2016). ‘Criminal Pasts, Terrorist Futures: European Jihadists and the New
Crime-Terror Nexus’, London: ICSR, pp. 7-45. (38p.)
Silke, A. et al. (2017) ‘Countering Violent Extremism in Prisons: A Review of Key Recent
Research and Critical Research Gaps’, Perspectives on Terrorism, 11:5, pp. 2-11. (8p.)
Silke, A. (2014). ‘Risk assessment of terrorist and extremist prisoners,’ in A. Silke (ed.),
Prisons, Terrorism and Extremism: Critical Issues In Management, Radicalisation and
Reform, pp.108-121. London: Routledge. (20p.)
Maleagrou-Hitchens et al. (2017) ‘Literature review: The impact of digital communications
technology on radicalization and recruitment’, International Affairs, 93:5, pp. 1233–1249.
(16p)
Suggested Podcast:
Maura Conway, Talking Terror Podcast, https://soundcloud.com/user-366747443/episode38-
conway-final
Recommended reading:
Hamm, M. (2013) The Spectacular Few: Prisoner Radicalization and the Evolving Terrorist
Threat, NYC: NYU Press.
Week 4:
Mandatory readings:
Crenshaw, M. (2007). ‘The Debate over “New” vs. “Old” Terrorism’, Prepared for
presentation at the Annual Meeting of the American Political Science Association, Chicago,
Illinois, August 30-September 2, 2007. (34p.)
Neumann, P. (2016). Radicalized: New jihadists and the threat to the West, chapter 1,
London: IB Tauris, pp. 9-31. (22p)
Chenoweth, E. (2007). "Italy and the Red Brigades: The Success of Repentance Policy in
Counterterrorism." In Countering Terrorism in the 21st Century. Westport, CT:Greenwood
Publishing Group. (14p.)
Wright, J. (2007). “Countering West Germany's Red Army Faction: What Can We Learn?”
In Countering Terrorism in the 21st Century. Westport, CT:Greenwood Publishing Group.
(17p.)
Week 5:
Mandatory readings:
Neumann, P. (2016). Radicalized: New jihadists and the threat to the West, chapter 2,
London: IB Tauris, pp. 32-52. (20p)
Neumann, P. (2016). Radicalized: New jihadists and the threat to the West, chapter 3,
London: IB Tauris, pp. 55-84. (30p)
Nesser, p. (2015). Islamist terrorism in Europe: A history, chapter 1, Oxford: OUP, pp. 23-
51. (28p.)
Nesser, p. (2015). Islamist terrorism in Europe: A history, chapter 3, Oxford: OUP, pp. 67-
86. (20p.)
Suggested podcast:
EP 13: ISIS and Religiously Inspired Terrorism: A Conversation with Jessica Stern,
Terrorism 360, https://www.start.umd.edu/terrorism360
Week 6:
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Mandatory readings:
Neumann, P. (2016). Radicalized: New jihadists and the threat to the West, chapter 2,
London: IB Tauris, pp. 85-109. (25p)
de Roy van Zuijdewijn, J. (2016). ‘Terrorism and Beyond: Exploring the Fallout of the
European
Foreign Fighter Phenomenon in Syria and Iraq’, Perspectives on Terrorism, 10:6, pp. 82-96.
(14p.)
Coolsaet R. and T. Renard (2018). ‘The Homecoming of Foreign Fighters in the Netherlands,
Germany and Belgium: Policies and Challenges’, The Hague: ICCT. (4p)
Renard, T. (2017). ‘Europe’s “new” jihad: Homegrown leaderless, virtual’, Security Policy
Brief 89, Egmont Institute. (6p)
Schuurman, B. et al (2017). ‘End of the Lone Wolf: The Typology that Should Not Have
Been’,
Studies in Conflict & Terrorism. (8p)
Recommended reading
Barrett, R. (2017) Beyond the Caliphate: Foreign Fighters and the Threat of Returnees,
NYC: The Soufan Center.
Renard T. and R. Coolsaet (2018). Returnees: Who are they, why are they (not) coming back
and how should we deal with them?, Brussels: Egmont Institute.
Week 8:
Mandatory readings:
Wilkinson, P. (2006). Terrorism vs Democracy, Chapters 5&6, Abingdon: Routledge, pp.
61-102. (41p.)
Crelinsten, R. (2014), ‘Perspectives on Counterterrorism: From Stovepipes to a
Comprehensive
Approach’, Perspectives on Terrorism, 8:1, pp. 2-15. (13p)
Taub, B. (2018). ‘The spy who came home’, The New Yorker, May. (32p)
Suggested Podcast:
EP 2: Getting Counterterrorism Right: A Conversation with Bruce Hoffman, Terrorism 360,
https://www.start.umd.edu/terrorism360
EP 11: The Ongoing Challenges of Counterterrorism: A Conversation with Brian Jenkins,
Terrorism 360, https://www.start.umd.edu/terrorism360
Week 9:
Mandatory readings:
Schmid, A. (2013) ‘Radicalisation, De-Radicalisation, Counter-Radicalisation: A Conceptual
Discussion and Literature Review’, The Hague: ICCT, pp. 40-60. (20p.)
Richards, A. (2010). ‘The problem with ‘radicalization’, the remit of ‘Prevent’, and the need
to refocus on terrorism in the UK’, International Affairs, 86:4. (13p)
Kundnani, A. and B. Hayes (2018). ‘The globalisation of Countering Violent Extremism
policies: Undermining human rights, instrumentalising civil society’, Amsterdam:
Transnational Institute. (38p)
Suggested Podcast:
EP 9: Pathways to Terrorism: A Conversation with Clark McCauley, Terrorism 360,
https://www.start.umd.edu/terrorism360
John Horgan, Talking Terror Podcast, https://soundcloud.com/user-366747443
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Week 10
Mandatory readings:
Wilkinson, P. (2006). Terrorism vs Democracy, Chapter 12, Abingdon: Routledge, pp. 192-
210. (18p.)
Cronin, A. (2006) ‘How al-Qaeda ends’, International Security, 31:1, pp. 7–48. (40p)
Miller, E. (2016) ‘Patterns of Collective Desistance from Terrorism: Fundamental
Measurement Challenges’, Perspectives on terrorism, 10:5, pp. 5-21. (13p)
Horgan, J. (2008). ‘Deradicalization or Disengagement? A Process in Need of Clarity and a
Counterterrorism Initiative in Need of Evaluation’, Perspectives on Terrorism, 2:4, pp. 2-8.
(6p)
Recommended reading:
Altier, M. B., Boyle, E.L., Shortland, N., & Horgan, J. (2017) “Why They Leave: An
Analysis of Terrorist Disengagement Events from 87 Autobiographical Accounts.” Security
Studies 26(2): 305-22.
Week 11:
Mandatory readings:
Tucek, F. and R. Warnes (2017) ‘The European Union against Terrorism: Challenges and
Future Opportunities’, in S.N. Romaniuk et al. (eds.), The Palgrave Handbook of Global
Counterterrorism Policy, pp. 315-336. (20p)
Coolsaet, R. (2010), ‘EU counterterrorism strategy: value added or chimera?’, International
Affairs, 86:4, pp. 857–873. (17p)
EU Counterterrorism Strategy, Brussels, 2005. (17p)
Week 12:
Mandatory readings:
Shapiro, J. and D. Byman (2006). ‘Bridging the Transatlantic Counterterrorism Gap’, The
Washington Quarterly, 29:4, pp. 33–50. (17p)
Rees, W. and R. Aldrich (2005). ‘Contending cultures of counterterrorism: transatlantic
divergence or convergence?’, International Affairs, 81:5, pp. 905-923. (19p)
US National Strategy for Counterterrorism, Washington DC, 2018. (34p)
Week 13:
Mandatory readings:
CONTEST: The UK’s Counterterrorism Strategy (100p)
Week 14:
Mandatory readings:
Rassler, D. (2018). IS and drones, West Point: Combating Terrorism Center. (25p)
Clarke, C. (2018). ‘The Future of the Global Jihadist Movement After the Collapse of the
Caliphate’, The Hague: ICCT.
Conway, M. (2018) ‘Is Cyberterrorism a Real Threat? – Yes’, In: Jackson, Richard and
Pisoiu, Daniela, (eds.) Contemporary Debates on Terrorism (2nd edition). Routledge (Taylor
& Francis), Abingdon and New York, pp. 102-108