Embracing subjectivities in the collaborative teaching of terrorism: pedagogy in a ‘critical’ learning environment

摘要

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.View full textDownload full textKeywordsterrorism, pedagogy, blended learning, cross-cultural, criticalRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/17539153.2011.623425