• E4J University Module Series: Counter-Terrorism

• Module 2: Conditions Conducive to the Spread of Terrorism

• Introduction and learning outcomes

• Key issues

• • 'Radicalization' and 'violent extremism'
  • Preventing and countering violent extremism (PVE/CVE)
  • Drivers of violent extremism
  • International approaches to preventing and countering violent extremism
  • Regional and multilateral approaches to preventing and countering violent extremism

• Exercises and case studies

• Possible class structure

• Core reading

• Advanced reading

• Student assessment

• Additional teaching tools

• References

 

Published in July 2018.

 

 

  This module is a resource for lecturers  

 

Possible class structure

 

This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class. The lecturer may wish to disregard or shorten some of the segments below in order to give more time to other elements, including introduction, icebreakers, conclusion or short breaks. The structure could also be adapted for shorter or longer classes, given that the class durations vary across countries.

• 0 - 10 mins  » Briefly introduce topic, session learning outcomes and outline structure.
• 10 - 50 mins  » Discuss key concept. Conduct Exercise 1: An introduction to preventing violent extremism.
• 50 - 55 mins  » Short break.
• 55 - 95 mins  » Discuss drivers of violent extremism. Watch Video 1: Recruitment motivational factors and subsequent disillusionment of foreign fighters joining Islamic State, and/or Video 2: Preventing radicalisation in prisons  (For videos see: Additional teaching tools.)
• 95 - 110 mins  » Discuss United Nations VE Framework.
• 110 - 115 mins  » Short break.
• 115 - 145 mins  » Discuss a selection of regional approaches to VE (e.g., what is geographically most relevant together with a comparative element).
• 145 - 175 mins  » Conduct Exercise 2: Gallery Walk.
• 175 - 180 mins  » If appropriate, introduce the assessment questions with relevant marking criteria.

 

Next page

Back to top