This course explores the nature and causes of terrorism as well as individual (state) and collective (international) responses. It does so through an explicitly multi-disciplinary approach that incorporates historical ("new" and "old" terrorism); conceptual (state-sponsored vs. non-state; global vs. regional; biological, environmental, cultural, political); and geographical (Middle East and Africa, Eurasia, South America) frameworks. The course begins by examining the historical evolution of terrorism, its causes/rationales and the major theoretical and conceptual approaches to the study of the phenomenon. It then provides a comprehensive exploration of the development of historical and contemporary terrorist groups, including the recent ‘fourth wave’ of terrorism (e.g. al-Qaeda and ISIS). The final part of the course focuses explicitly on counter-terrorism responses and counter-terrorism policies in the context of national security policy formulation. This takes the form of case studies that tease out the implications of terrorism for the national security policy postures of Australia, of key states in Australia’s regional neighborhood, and of the United States as Australia’s main security ally.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon completion of this course, students should be able to:

1. Demonstrate a critical understanding of the historical evolution of terrorism as a form of political violence
2. Identify and explain the concepts and assumptions underpinning debates about the causes and consequences of terrorism
3. Critically analyse and evaluate the national security challenges posed by contemporary terrorism and the counter-terrorism responses of key states
4. Develop the skills to critically analyse, reflect on and synthesise core concepts and theories regarding terrorism, and be able to then communicate this knowledge to specialists and non-specialists

Research-Led Teaching

This course explores the nature and causes of terrorism as well as individual (state) and collective (international) responses. It does so through an explicitly multi-disciplinary approach that incorporates historical ("new" and "old" terrorism); conceptual (state-sponsored vs. non-state; global vs. regional; biological, environmental, cultural, political); and geographical (Middle East and Africa, Eurasia, South America) frameworks. The course begins by examining the historical evolution of terrorism, its causes/rationales and the major theoretical and conceptual approaches to the study of the phenomenon. It then provides a comprehensive exploration of the development of historical and contemporary terrorist groups, including the recent 'fourth wave' of terrorism (e.g. al-Qaeda and ISIS). The final part of the course focuses explicitly on counter-terrorism responses and counter-terrorism policies in the context of national security policy formulation. This takes the form of case studies that tease out the implications of terrorism for the national security policy postures of Australia, of key states in Australia's regional neighborhood, and of the United States as Australia's main security ally.

Required Resources

The following texts are suggested as indicative background reading:

Martha Crenshaw, Explaining Terrorism, (London: Routledge 2011).

Bruce Hoffman, Inside Terrorism, (NY: Columbia University Press, 2006)

Audrey Cronin. How Terrorism Ends: Understanding the Decline and Demise of Terrorist Campaigns. (Princeton, N.J: Princeton University Press, 2009).

A weekly reading list will also be available on the course Wattle site

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	22 July Course introduction Overview of course themes, content and structure, and assessment items
2	29 July How should we study terrorism? This week examines a variety of approaches toward the study of terrorism: - Rational choice models - structural factors - organizational approaches - psychology - critical security studies Key question: can we understand terrorism as a rational strategy?	Required reading: David A. Lake, “Rational Extremism: Understanding Terrorism in the Twenty-First Century.” Dialogue-IO 1 (2002): 15-29. Bryan Caplan, “Terrorism: The Relevance of the Rational Choice Model.” Public Choice 128 (2006): 91-107. Jeff Victoroff, “The Mind of the Terrorist: A Review and Critique of Psychological Approaches.” Journal of Conflict Resolution 49:1 (2005): 3-42. Jeroen Gunning, "A Case for Critical Terrorism Studies?" Government and Opposition 42: 3 (2007): 363-393.
3	5 August The historical development of terrorism Proto-types of terrorism Modern revolutionary terror: French revolution, 19th century anarchists/socialists, Bolshevik revolution Key question: what is the relationship between history and terror? Cycles or waves?	Required reading David C. Rapoport, “The Four Waves of Rebel Terror and September 11”, Anthropoetics, 8: 1, (2002). Richard Bach Jensen, “Daggers, Rifles and Dynamite: Anarchist Terrorism in Nineteenth Century Europe”, Terrorism and Political Violence, 16: 1, (2004), pp. 116-153.
4	12 August Nationalism and ideology This week we explore: the emergence of revolutionary and nationalist terrorist groups/organisations; Western European & anti-colonial movements; tactics and strategies concerned with statehood, liberation, separatism and self-determination. Also focus on nationalistic and ideological roots of a number of terrorist organisations (i.e. IRA, ETA, FLN, FARC, Red Brigades, Shining Path etc.). Key question: can nationalist inspired terrorism be countered more readily than other forms?	Required reading Bruce Hoffman, “The End of Empire and the Origins of Contemporary Terrorism”, in Inside Terrorism, (NY: Columbia University Press): 43-62.
5	19 August Culture and ideology This week examines the role of religion and culture as causes of terrorism: How is religiously/culturally inspired terrorism different? Does it matter in terms of tactics and strategy? Case studies of Hexbollah, Tamil Tigers, and PKK Can/does suicide bombing "work"?	Required reading Sofia Pinero Kluch and Alan Vaux, “Culture and Terrorism: The Role of Cultural Factors in Worldwide Terrorism (1970–2013)”, Terrorism and Political Violence, 29:2 (2017): 323-341. Mark Juergensmeyer, “Religion as a Cause of Terrorism”, in Louise Richardson (ed.), The Roots of Terrorism, (London: Routledge, 2006): 133-144. Olivier Roy, “Terrorism and Deculturation”, in Louise Richardson (ed.), The Roots of Terrorism, (London: Routledge, 2006): 159-170. Assessment: short essay due Friday 23 August
6	26 August The state and terrorism Examine the state as a perpetrator or abettor of terrorism with a focus on: governance through terror we: Jacobin France; Bolsheviks; Nazis; Khmer Rouge; state sponsorship of terrorist groups/organizations (e.g. Cold War politics and proxies: i.e. Zimbabwe ZANLA & ZIPRA; Angola; S.E Asia)	Required reading Lee Jarvis and Michael Lister, “State terrorism research and critical terrorism studies: an assessment”, Critical Studies on Terrorism, 7 (1) (2014): 43-61. Michael Stohl, "Counter-terrorism and Repression", in Louise Richardson (ed.), The Roots of Terrorism, (London: Routledge, 2006): 57-69. Blakeley, Ruth. "Bringing the state back into terrorism studies." European political science 6.3 (2007): 228-235.
7	2 September The Middle East and foundations of radical Islamism This week we examine: the historical bases and development of terrorism in the modern Middle East the rise of Arab nationalism Sayyid Qutub and the Muslim Brotherhood Arab-Israeli conflict; USSR/Afghanistan & the role of the US.	Required readings: Laquer, Walter 1996. “Post-Modern Terrorism”, Foreign Affairs, 75: 5, pp. 24-36 Steven Simon & Daniel Benjamin, “America and the New Terrorism”, Survival, 42: 1, (Spring 2000), pp. 59-75. Robert A. Pape, “The Strategic Logic of Suicide Terrorism”, American Political Science Review, 97: 3, (August 2003), pp. 343-361.
8	16 September Al Qaeda: from Afghanistan to the World This week we explore : rise of Wahhabism Al Qaeda: history, ideological evolution, leadership, strategy and tactics Key questions: Al Qaeda an organization or idea? Globalization and de-territorialisation of Islamism?	Required reading: Quintan Wiktorowicz, “A Genealogy of Radical Islam”, Studies in Conflict and Terrorism, 28, (2005), pp. 75-97. Mark Sedgwick, “Al-Qaeda and the Nature of Religious Terrorism”, Terrorism and Political Violence, 16: 4, (Winter 2004), pp. 795-814. Bruce Hoffman, "Al Qaeda's Uncertain Future.", Studies in Conflict & Terrorism 36.8 (2013): 635-653.
9	23 September Iraq, Syria and the rise of Islamic State This week we examine the linkages between the 2003 invasion of Iraq (and subsequent insurgency) and the rise of Islamic State. We also consider the cyber dimensions of IS strategy; radicalisation and foreign fighters.	Required reading Fawaz Gerges, “ISIS and the Third Wave of Jihadism”, Current History, (December 2014), pp. 339-343. Graeme Wood, “What ISIS Really Wants”, The Atlantic, (March 2015). Available online: https://www.theatlantic.com/magazine/archive/2015/03/what-isis-really-wants/384980/ Donald Holbrook, “Al-Qaeda and the Rise of ISIS”, Survival, 57(2) (2015), pp. 93-104
10	30 September Counter-terrorism 1: methods and strategies This week we explore: international approaches to banning organisations international organisations, CTF and money-laundering (crime, drugs and terrorism) and interdiction technological innovation and counter-terrorism	Required reading: Lee Jarvis and Tim Legrand, "Enemies of the State: Proscription Powers and Their Use in the U.K", British Politics, 9(4) (2014): 450–471 Jude McCulloch and Sharon Pickering, "Pre-Crime and Counter-Terrorism: Imagining Future Crime in the ‘War on Terror’." The British Journal of Criminology 49.5 (2009): 628-645. J. Hocking, "Counter Terrorism and the Criminalisation of Politics: Australia's New Security Powers of Detention, Proscription and Control", Australian Journal of Politics & History, 49(3) (2003): 355-371
11	7 October Counter-terrorism 2: methods and strategies in practice This week we examine: the impact of 9/11 on regional security terrorist threat and counter-terrorism responses of key regional states (China, Indonesia, ASEAN states) technological innovation, counter-terrorism and marginalized populations	Required reading Jeffrey Reeves, “Ideas and Influence: Scholarship as a Harbinger of Counterterrorism Institutions, Policies, and Laws in the People's Republic of China”, Terrorism and Political Violence, (2014) Ralf Emmers, "Comprehensive security and resilience in Southeast Asia: ASEAN's approach to terrorism" The Pacific Review 22 (2) (2009), pp. 159-177.
12	14 October Terrorism and Australian national security policy This week we examine the impact of: 9/11 on Australia’s security policies Australia’s region and Australia’s counter-terrorism response; legislative/policy conundrums domestic radicalization/foreign fighters	Required reading Christopher Michaelsen “Australia and the Threat of Terrorism in the Decade after 9/11”, Asian Journal of Political Science, 18:3 (2010), pp. 248-268 Louise E. Porter and Mark R. Kebbell, "Radicalization in Australia: Examining Australia's convicted terrorists." Psychiatry, Psychology and Law 18.2 (2011): 212-231.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Short essay	20 %	23/08/2019	28/11/2019	1, 3, 4
Extended essay	40 %	04/10/2019	28/11/2019	1, 2, 3, 4
Take home exam	40 %	13/11/2019	28/11/2019	1, 2, 3, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Examination(s)

Take home exam will be scheduled in the end of semester examination period

Assessment Task 1

Short essay

Assessment Task 2

Extended essay

1. Use one or more case studies of political violence to demonstrate the veracity of the arguments you made in the first assignment.…  
2. "Acts of violence against a terrorist state are morally and politically justifiable". Discuss with reference to one or more cases.…  
3. How has Islamist extremism changed global security narratives?
4. Can there be terrorism without violence? Discuss your answer in relation to at least one case study.…  
5. Using one or more cases, critique, add to or extend Audrey Cronin's six conditions under which terrorism ends. (cf. Cronin, A. K. (2009). How terrorism ends: Understanding the decline and demise of terrorist campaigns. Princeton University Press.)
6. With reference to one or more cases, critique the claim: “Political violence does not end, it merely transforms into something else.”
7. To what extent is terrorism a useful analytical term in understanding contemporary security threats? Using at least one case study, discuss your answer.
8. Are current counter-terrorism frameworks proactive? Discuss, using one or more case studies.
9. To what extent is terrorism political theatre?…  Discuss, using one or more case studies.
10. "The 'global war on terrorism' has increased insecurity around the world by enabling and justifying the coercive powers of the state". Explore the veracity of this claim using one or more case studies.
    Length: 3000 words (+/- 10%)

Assessment Task 3

Take home exam

For the take home exam you will write an approximately 2000 word essay response to ONE question to be chosen from a selection of questions focused on the core themes, theories and concepts explored throughout the course.

The Take Home exam will be scheduled during the end of semester exam period.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students