This module provides students with a critical understanding of counter-terrorism in the ‘war on terror’. It charts the historical development of UK counter-terrorism and identifies some key developments in post 9/11 counter-terrorism. In particular, it analyses the expansion of counter-terrorism with ‘soft-power’ techniques and looks at the implications of such developments for democracy, civil rights, and the rule of law. Using theories of racism, Islamophobia, and post-colonialism, the module analyses UK counter-terrorism policy and practice (such as the Prevent Strategy) and interrogates key concepts such as ‘radicalisation’. It ends with an analysis of the broader fallouts of UK counter-terrorism policy and practice by analysing the relationship between counter-terrorism and hate crime.

The participation grade encourages engaged and consistent learning. This builds up subject-knowledge as well as enhancing communication and analysis skills. You are expected to post a 500 word answer to the week’s set question. The participation grade is worked out on the number of these you do each week and how well you engage with the posts of others. [Learning Outcomes 1 -3]

1 X 1500 word critical review (30%). The Critical Book Review Presentation requires students to read, review and analyze an academic book. It is is designed to develop analysis, enquiry and communication skills (Learning Outcomes 1-4).

The essay (3500 words) will require you to demonstrate your overall knowledge and understanding of debates on counter-terrorism by applying theoretical knowledge to real-world dynamics (Learning Outcomes 1-4).

This module will be based on flexible learning materials delivered using the Blackboard virtual learning
environment and selected readings provided in (a) a limited number of course texts (b) e-reading packs of
selected articles and book chapters or (c) e-books, e-journal articles and online news coverage.

The Blackboard environment will provide a context for:
Tutors to highlight key issues, problems and debates for discussion.
Learners to undertake a range of structured activities which will involve, for example, problem-solving, literature search, engagement with group discussions, and scenarios.
Tutors to provide guidance and advice.
Learners to access guidance on on-line resources available via the web and the university's e-resources pages.

The readings will provide:
An essential knowledge base for the module which will be available to all learners.
A resource for coursework and all assessed assignments.
A point of departure for the structured activities set for learners.

Learners will be expected to engage fully and critically with the resources and activities that are provided and
to engage in detailed discussion with tutors and other learners. Tutors will give online academic support and
guidance to learners throughout the lifetime of the module and will respond on a timely basis.

1.An in depth understanding of the historical development of counter-terrorism policy and practice and its expansion following the terrorist attacks on September 11th, 2001.

Knowledge, Understanding, Learning

2.A critical understanding of, and an ability to apply, theories of racism and Islamophobia to counter-terrorism policies and practices.

Analysis, Reflection

3.An ability to evaluate the effectiveness of counter-terrorism policies and practices.

Problem Solving, Reflection, Analysis

4.An ability to research and critically analyse media coverage of the ‘war on terror’ using appropriate theoretical concepts.

Enquiry, Problem Solving, Analysis.

University Library
eLibrary Resources
Blackboard
Internet

Abbas, T. (2010) (ed.) Islamic Political Radicalism: a European perspective. Edinburgh University Press.
Arjana, S.R. (2015) Muslims in the western imagination. OUP.
Husband, C. and Alam, Y. (2011) Social cohesion and counter-terrorism-a policy contradiction. University of Bristol: Policy Press
Gillborn, D. (2008) Racism and education: coincidence or conspiracy. London and New York: Routledge
Jackson, R. (2016) (ed) The Routledge Handbook of Critical Terrorism Studies. London: Routledge
Jackson, R., Jarvis, L., Gunning, J. and Breen-Smyth, M. (2011) Terrorism: a critical introduction. Palgrave
Kundnani A (2014) The Muslims are coming: Islamophobia, extremism, and the domestic war on terror. Verso Books, London and New York
Massoumi, N. and Mills, T., Miller, D. (2017) What is Islamophobia? Racism, Social Movements, and the State. Pluto Press
McQuade, J. (2020) A genealogy of terrorism. Cambridge: Cambridge University Press.
Miah, S. (2017) Muslims, Schooling and Security: Trojan Horse, Prevent and Racial Politics. Palgrave Macmillan.
Morey, P. and Yaqin, A. (2011) Framing Muslims-Stereotyping and representation after 9/11. Harvard University Press
Sageman, M. (2016) Misunderstanding Terrorism. University of Pennsylvania Press
Said, E. (2003) Orientalism. Penguin Books.
Sayyid, S. and Vakil A., (2010) (eds.) Thinking through Islamophobia-global perspectives. Hurst: London.