king content and the journalism curriculum guy berger, 14 december 2005
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King Content and the Journalism Curriculum
Guy Berger, 14 December 2005
Or an elected female president?
Nevertheless..
Content = means to an end
What end?
Agenda-setting1. Philosophy, definitions
2. Context:
• Education, industry, conditions…
3. Curriculum or curriculae?
4. The order of things
5. Core vs peripheries
6. Other knowledges
7. Conclusion ’n questions
1. Philosophy & definitions
1.1 Nature of the beast?• Education or training?• Outcomes-based?
– But, beware simple cause-effect• What is journalism?
– “no one size fits all …– “extent to which we have a reified
conception is indicative of how particular forms have become hegemonic”
• Possibility of the universal?
2. Context
2.1 Changing higher education
• Branded, commodities, sales, customers.
• Numbers and niches
• Have to cover all bases & tensions
• Bigger issue is NOT industry-academy relations: but contribution to society.
– i.e. media not endpoint, but a means …
• Practical connection: USA 71%
– But with what effect….?
2.2 Historic dichotomy:• Industry point of reference
• Tension: “admin” vs “critical” journ ed.
Industry Academy
•Prod/professional skills
•Vocational
•External orientation
•Administrative
•Theory, concepts
•Academic
•Internal orientation
•Critical
Vs
Vs
Vs
Vs
2.3 Confounding the norm•Prod/professional skills
•Vocational
•External orientation
•Administrative
•Theory, concepts
•Academic
•Internal orientation
•Critical
Vs
Vs
Vs
Vs
•Theory embedded in Prod/Professional
•Prod skills ≠ vocation per se (eg. mm, WED)
•Academic ≠ internal orientation (topical)
•Critical can be in all these
BUT:
2.4 Brave new world• Orientation to a changing industry:
– Do we lag, or pioneer?– Do we combat or cuddle?– Do we serve, or transform?
• More “media” and “journalists”– Is investigative journ only thing left?
• Globalisation & national mould • New technologies• Peace, Aids, Union, Languages etc.
3. Curriculum or curriculae?
Different answers depending on:
• Diplomas (varying lengths)
• Degrees
• Post-grad programmes
• Certificate courses
3.1 Horses, courses, configs
4. The order of things
• Cobden, Fourie: research, analysis, general knowledge before technique
• G Stuart Adam: techniques, then depth techniques, then specialist knowledge for critique
• Rhodes: Integrate where possible, though acknowledge some stand-alone theory components, some more production-oriented parts, some additive.
4.1 Life is short: eat dessert first?
5. Cores vs peripheries
• Cultural studies
• Identity, Discourse, Representation
• Media studies
• Pol ecos, Law, Policy, Democracy (in various guises), History, Tech
• Journalism studies
• News, sources, ethics, genre, story telling, negotiation
5.1 Theory: onions, not apples
5.2 Elementary and specialist
• Main flavour vs smorgasboard.
• Time, time, time and more time
• Writing – what is it? Thinking? Reporting?
– Generic versus medium-specific?
– Bridge to academic courses?
• Research – what is it?
– Bridge to academic courses?
Year 1: Core
• Mass com intro
• Mass media history
• African comms
• Use of language
• Writing for mass media
• Computer literacy
5.3 Unesco African (UG degree):
• Mass media/com and society
• National comms systems
• Comms for devt
• Reading notes
• Current events
• Second language
Year 1: Elective
• Economics
• Afn history
• Philosophy of science
• Intro to Pol Sci
• Intro to Psych
5.4 Unesco African (UG degree):
• Intro to Philosophy
• Intro to Sociology
• Literary theories
• Art history
• Religious history
Year 2: Core• Intro to print journ• Intro to broadcast• Intro to PR• Intro to Ads• Intro to book publish• Intro to Photojrn• Intro media manage• News reporting
5.5 Unesco African (UG degree):
• Com theories
• Intro to comms research
• Intro to new ICTs
• Intro to film & lit
• Media & gender
• Intro to docu-mentation
• Use of language
Year 2: Elective• Stats• Layout• Announcing• Radio news• Bdcast studios• Intro to marketing• Writing for PR• History of Photography• Fundamentals photo
5.6 Unesco African (UG degree):
• Photo reporting
• Intro to library sci
• Good Governance
• Hist of film
• Script writing
• Books/Ads/Features
• Rhetoric
• Specialised reporting
• Animation
Year 3: Core• Devt comms
• Advance research
• Policies and law
• Consultancy
• Internat comms
• Ethics
• Advanced reporting
5.7 Unesco African (UG degree):Electives:• Mass comm lit• Cross cultural comms• Organisational comms• Social marketing• News agency reporting• Media & Human
Rights
5.8 Interrogating it
• Model of uniform curriculum
• Rationale unclear
• No rubric –
– Eg. RU themes
• 1st year: consumption
• 2nd year: production
• 3rd year: contexts
6. Other knowledges
6.1 Orientations
• Specifics – – Numeracy? Computers? What level?– History, geography?
• Generic –– General knowledge, but..
• “not learn more facts, but identify gaps and know how to reasearch them. ‘Give a journo a fact and feed her for one story. Teach her how to discover, and she has a career…”
6.2 Other
– Logic?
– Critical thinking?
– Entrepreneurialism?
– Negotiation and leadership?
• identify and solve problems;• work in a team;• organise and manage themselves;• collect, analyse and evaluate information;• communicate effectively;• use science and technology;• recognise problem solving contexts;• reflect on effective learning strategies;• participate as a responsible citizen;• be culturally and aesthetically sensitive.
6.4 “Cross-field” outcomes
7. Conclusion – the questions
Summing up
1. Education? Journalism? Universal?2. Context:
• Changing higher education, any impact?• Industry vs academy a false dichotomy?• Situation specific
3. Rave new world, local issues nb?4. Note different qualifix and programmes?5. A right sequence? Integration?6. Theoretical knowledges (cs, ms, js)?7. General, foundational, cross field?
Thank you
Now, you’re on air…
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