The Visibility of (In)security: The Aesthetics of Planning Urban Defences Against Terrorism

Urban defences against terrorism have traditionally been based on territorial interventions that sought to seal off and surveil certain public and private spaces considered targets. Lately, though, a much wider range of crowded and public spaces have been viewed as potential targets and thus have been identified as requiring additional security. This has immense implications for the experience of the ‘everyday’ urban landscape. Drawing on contemporary notions that incorporate the study of aesthetics and emotions within critical security and terrorism studies, this article discusses the visual impact of counter-terrorism security measures. It analyses the ‘transmission’ of symbolic messages, as well as the variety of ways in which security might be ‘received’ by various stakeholders. The analysis takes place against the backdrop of concern that obtrusive security measures have the capacity to radically alter public experiences of space and in some cases lead to (intended and unintended) exclusionary practices or a range of negative emotional responses. The article concludes by outlining a ‘spectrum of visible security’ ranging between traditional obtrusive fortified approaches and approaches that embed security features seamlessly or even ‘invisibly’ into the urban fabric

Enhancing an International Experience for Students through Reflective Writing Exercises and Self-Directed Learning

The article identifies a student-centered approach to generating meaningful learning outcomes in a study-abroad program.  It details how Reflective Writing Exercises (RWE) were incorporated into a course involving international travel. A group of students in a short-term study abroad course was subject to a specific reflective writing process designed to limit the potential cultural and logistic obstacles of the travel experience, and enhance the students’ overall experience. This process included three distinct reflective writing periods: prior to travelling, during the trip, and after the trip. The RWEs required the students to think deeply and take partial ownership of the quality of their learning experiences through a self-directed learning component while abroad. Qualitative data collection revealed that students benefited from the overall reflective writing experience. The evaluated effects of the student-selected activities that emerged from the RWEs, and how other instructors may incorporate RWEs for study abroad, are also discussed