Contextualising journalism education and training in Southern Africa

Banda, Fackson; Beukes-Amiss, Catherine M.; Bosch, Tanja; Mano, Winston; McLean, Polly E.; Steenveld, Lynette

doi:10.1080/02560054.2007.9653364

Cited by 20 publications

(5 citation statements)

References 21 publications

(6 reference statements)

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“…Lastly, our data help us sustain the argument that the relationship between the students, university management, and staff played a crucial role in either mitigating or aggravating the challenges associated with teaching and learning media studies courses. Our paper contributes to burgeoning literature on media studies pedagogy in the global south (see Banda et al, 2007;Mano, 2009;Tomaselli et al, 2013). However, Scopus Index, Google Scholar, and ProQuest searches show that there is no scholarship that explores how teaching and learning was altered to accommodate the burden the pandemic placed on media studies teaching and learning in South Africa and Zimbabwe.…”

Section: Introductionmentioning

confidence: 90%

Emerging Methods and Challenges Associated With Teaching and Learning Media Studies During the COVID-19 Pandemic Induced Lockdowns in Zimbabwe and South Africa

Chibuwe

Munoriyarwa

2023

Sage Open

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COVID-19’s arrival in Zimbabwe and South Africa in early 2020 caused disruptions to all facets of life including education. It disrupted traditional notions of media studies’ teaching and learning. In the contexts of these disruptions, the present study interrogates how selected universities in Zimbabwe and South Africa adjusted to the new normal in so far as teaching and learning of media studies is concerned. It is a comparative analysis of selected Zimbabwean and South African universities. In-depth interviews with students and lecturers and participant observations were used to gather data whilst thematic analysis was utilized to analyze the data. The study found out South African universities adjusted far much better and easily than their Zimbabwean counterparts. This is because both lecturers and students were capacitated as opposed to the scenario in Zimbabwe where lecturers and students alike were not given gadgets to smoothen the transition to online learning. The data that was given to lecturers was too little whereas the data for e-learning was too exorbitant for the students. Furthermore, both lecturers and students noted that it is difficult to teach and learn practical modules online. However, universities in both countries utilized platforms such as Google classroom though students from rural areas in both countries were affected by the digital divide.

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Section: Introductionmentioning

confidence: 90%

Emerging Methods and Challenges Associated With Teaching and Learning Media Studies During the COVID-19 Pandemic Induced Lockdowns in Zimbabwe and South Africa

Chibuwe

Munoriyarwa

2023

Sage Open

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“…Western influences on the practices and study of journalism have been documented (Curran & Park, 2000) particularly in the context of decolonizing journalism practices and study in the Global South (Banda et al, 2007;Daros, 2022;De Beer et al, 2017;Ezumah, 2019) and in the Global North, where in the United Kingdom journalism education tends to privilege "western knowledge, case studies, practices and experiences" (Aujla-Sidhu, 2022, p. 1644. This study acknowledges that journalism is fundamentally connected to society or community, and when it is studied it must be situated within a global framework (Deuze, 2006).…”

Section: Journalism Curricula Dei and Decolonizationmentioning

confidence: 99%

Inspiring Critical Consciousness: A Case for a Decolonized Journalism Study Abroad Curriculum

Bhayroo

2024

Journalism & Mass Communication Educator

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This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism.

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“…We find ourselves questioning why be a journalist when anyone can report? Journalism education has had to come in to answer that question by providing dynamic training that prepares professionals for the fast-evolving yet somewhat precarious environment (see Banda et al, 2007;Phiri-Chibbonta et al, 2022;Deuze, 2006).…”

Section: Journalism Education (Je) Online Learning and The Pandemicmentioning

confidence: 99%

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

Mambwe

2023

Preprint

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching of journalism, mass communication and media studies courses in the wake of the globally menacing pandemic, within the context of a country in the global South with limited resources and a traditional approach to journalism education. I put together thoughts from reflexive autoethnography based on my professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six points of reflection or lessons, namely: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including in journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programmes can be conducted in times of crisis. In addition to these observations, the paper argues for a wholistic approach to digital transformation to address many of these and other challenges.

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Contextualising journalism education and training in Southern Africa

Cited by 20 publications

References 21 publications

Emerging Methods and Challenges Associated With Teaching and Learning Media Studies During the COVID-19 Pandemic Induced Lockdowns in Zimbabwe and South Africa

Emerging Methods and Challenges Associated With Teaching and Learning Media Studies During the COVID-19 Pandemic Induced Lockdowns in Zimbabwe and South Africa

Inspiring Critical Consciousness: A Case for a Decolonized Journalism Study Abroad Curriculum

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

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