Teaching to Fear: How Islamophobia is Perpetuated in Criminology and Adjacent Disciplines

Abstract

Throughout American law enforcement history, a persistent pattern has emerged, emphasizing marginalized groups. This emphasis extends to higher education, notably seen in the proliferation of Terrorism and Homeland Security courses post-9/11 in criminology and related fields. These courses predominantly focus on the ‘Islamic threat’ to America, reflecting broader biases in counter-terrorism policies. Such biases overlook other forms of terrorism, especially right-wing extremism. We analyzed 382 syllabi from American higher education institutions to assess this bias. Our analysis reveals a concerning prevalence of misinformation in these courses. Educators hold a pivotal role in rectifying this imbalance, shaping the perceptions of future criminologists. Addressing this bias is crucial to providing a comprehensive understanding of terrorism threats and acknowledging all forms of extremism equally. It underscores the urgency for educators to present accurate and inclusive portrayals of terrorism in their curriculum.