The Move toward Pluralism in Journalism and Mass Communication Education

Manning-Miller, Carmen L.; Dunlap, Karen Brown

doi:10.1177/107769580205700105

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Additionally, a growing number of scholars have visited multiculturalism in various academic contexts (Manning-Miller and Dunlap, 2002). In a region that encapsulates dozens of religions and ideologies, it is important to search for issues impacting on diversity.…”

Section: Analysis Criteria and Media Education Theorymentioning

confidence: 99%

Journalism and Media Studies in Lebanon

Melki¹

2009

Journalism Studies

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This study uses mixed-methods to map out the field of journalism and media studies in Lebanese universities and deploys a Q-technique to capture faculties' opinions. The Q-analysis of 29 instructors revealed three groups of opinions towards journalism studies: one advocated a professional approach, one preferred a communication arts focus, and one pushed for a theoretical and research-intensive orientation. While the three groups differed on various matters, they all agreed that journalism and media studies in Lebanon urgently needed more qualified faculty, locally oriented research, and relevant academic and technical resources. Student demographic analysis revealed a stable increase in broadcast journalism and public relations (PR) enrolments but a decrease in print journalism; advertising and marketing were the most popular subjects, followed by broadcast journalism and PR; females outnumbered males; and the Lebanese University, the only public university, remained the most prestigious and popular program despite its dire financial situation. The curricula analysis found most programs had either a practical or a liberal-professional orientation, while only one had a liberal emphasis. In addition, most programs required an internship, while only two required a thesis; English and the US academic system dominated; only one program offered online journalism; while none offered media or news literacy.

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Section: Analysis Criteria and Media Education Theorymentioning

confidence: 99%

Journalism and Media Studies in Lebanon

Melki¹

2009

Journalism Studies

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“…During this decade, educators began drilling deep into the details of diversity growth (Ross & Patton, 2000), and the journal helped. JMCE editor Jeremy Cohen dedicated the Spring 2002 issue to articles examining diversity (Manning-Miller & Dunlap, 2002), accommodating learning-disabled students (Treise & Wagner, 2002) and hiring trends (Downes & Jirari, 2002). Although the direction was positive, as always, more progress was needed.…”

Section: Journalism Educator 2000s: Convergence and Change Striving mentioning

confidence: 99%

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

Wilkinson

Davie

Taylor

2020

Journalism & Mass Communication Educator

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The struggle for equality in journalism education for African Americans raises questions about how the government, news media, and educators worked together to realize the principles of civil rights. Certain milestones over the past 50 years can be charted through the collective scholarship of this journal’s pages. A careful look back reveals how goals of diversity were achieved or frustrated through reports on pedagogy, enrollment, technology, and trends in scholarship. Looking through the prism of Journalism & Mass Communication Educator ( JMCE) offers a telling explanation of how journalism education moved away from segregation, and how the complicated relationship between predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) played a role in this journey.

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“…Consequently, these spaces deserve scrutiny. Much of the research on diversity and journalism education (Becker et al, 2006;Endres & Lueck, 1998;Manning-Miller & Dunlap, 2002) conflates the bodies of students of color as the solution for improved news coverage of racial groups (Baldasty et al, 2003;de Uriarte, 2004de Uriarte, , 2005Deuze, 2006;Glasser, 1992). Because nearly 70 percent of journalism students are white (Lehrman, 2002), and are trained predominantly by white professors (de Uriarte, 2004), the contention is that without students of color embodying an alternative perspective, white students will not develop multiperspectival views (Kern-Foxworth & Miller, 1993).…”

Section: Introductionmentioning

confidence: 99%

A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity

Alemán¹

2017

Taboo

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This essay employs a critical race counterstory to problematize how traditional journalism pedagogy's conflation of diversity and integration curbs the presumed aptitude for improved coverage of racial and ethnic communities linked to students of color. The instructional material used to teach objectivity to mass communication students, student newspaper articles, as well as personal, professional and communal knowledge inform this composite narrative about the fictional experiences of two undergraduate students of color enrolled in a college news writing course. The tale edifies the way objectivity in journalism practice functions to perpetuate an unnamed system of whiteness that ultimately stifles that craved acuity attributed to students of color. Journalism educators are urged to re-image their pedagogy in six ways in order to draw in the racialized perspectives of underrepresented students symbolized by the main characters in the counterstory-ultimately affecting positive change in the reporting practices of all journalists.

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The Move toward Pluralism in Journalism and Mass Communication Education

Abstract: Dates, "Gaining on the goals? Affirmative action policies, practices and outcomes in media communication education.

Cited by 7 publications

References 6 publications

Journalism and Media Studies in Lebanon

Journalism and Media Studies in Lebanon

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity

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