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Integrating Service Learning into the Study of International Terrorism
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Service Learning Components for International Terrorism:
Empowering Students through Activism
David Reilly
February 2004 Draft
3
(specifically, the Department of Justice), students have the opportunity to experience first-hand the types of adjustments that have been made. According to international relations theorists, terrorists see a world that is inherently conflictual and anarchic. A course on terrorism that integrates cooperative efforts and service components enables students to experience first-hand the potential for cooperation, progress, and mutual benefit. Terrorism is based in part on misunderstandings between groups, cultures, and ethnicities. By developing an international learn and serve element, students help to eliminate these misunderstandings. Projects were selected to facilitate international understanding and peace. Most international service learning programs involve study abroad. Although this is an excellent way to experience first-hand intercultural and international dynamics, it is not easily accomplished in the context of a course taught on campus during a regular academic semester. As an alternative, we integrate a multi-pronged approach to service learning in this class.
Course Detail
This course is about the causes and consequences of political violence. It focuses on international terrorism as a distinct form of conflict, and therefore we distinguishing terrorism from other forms of political violence. We address the differences between state-based and non-state violence, the levels of violent conflict, the convention of legitimate violence, and the effects of terrorism. We investigate the objectives and calculations of terrorist groups and the various strategies these groups employ, as well as the effects of these activities on refugee movements and emigration. The class also examines the potential responses to terrorism in terms of individual, national, transnational, and international organization alternatives. The course has a strong theoretical component. It is not a historical account, although examples are certainly considered. The emphasis is on the political dimensions of terrorism and responses to terrorism. And, of course, the changing dynamics of terrorism and international response—given the events of September 11—are also a focal point. The course has three interrelated elements: the theoretical foundations we address in the classroom, the research on specific terrorist organizations that students conduct in
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Service Learning Components for International Terrorism:
Empowering Students through Activism
David Reilly
February 2004 Draft
3
(specifically, the Department of Justice), students have the opportunity to experience
first-hand the types of adjustments that have been made.
According to international relations theorists, terrorists see a world that is inherently
conflictual and anarchic. A course on terrorism that integrates cooperative efforts and
service components enables students to experience first-hand the potential for
cooperation, progress, and mutual benefit. Terrorism is based in part on
misunderstandings between groups, cultures, and ethnicities. By developing an
international learn and serve element, students help to eliminate these
misunderstandings. Projects were selected to facilitate international understanding and
peace.
Most international service learning programs involve study abroad. Although this is an
excellent way to experience first-hand intercultural and international dynamics, it is not
easily accomplished in the context of a course taught on campus during a regular
academic semester. As an alternative, we integrate a multi-pronged approach to service
learning in this class.
Course Detail
This course is about the causes and consequences of political violence. It focuses on
international terrorism as a distinct form of conflict, and therefore we distinguishing
terrorism from other forms of political violence. We address the differences between
state-based and non-state violence, the levels of violent conflict, the convention of
legitimate violence, and the effects of terrorism. We investigate the objectives and
calculations of terrorist groups and the various strategies these groups employ, as well
as the effects of these activities on refugee movements and emigration. The class also
examines the potential responses to terrorism in terms of individual, national,
transnational, and international organization alternatives.
The course has a strong theoretical component. It is not a historical account, although
examples are certainly considered. The emphasis is on the political dimensions of
terrorism and responses to terrorism. And, of course, the changing dynamics of
terrorism and international response—given the events of September 11—are also a
focal point.
The course has three interrelated elements: the theoretical foundations we address in
the classroom, the research on specific terrorist organizations that students conduct in
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