Reimagining Journalism Education through a Pedagogy of Counter-News-Story

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Autor/in	Alemán, Sonya M.
Titel	Reimagining Journalism Education through a Pedagogy of Counter-News-Story
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 36 (2014) 2, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2014.898538
Schlagwörter	Journalism Education; School Newspapers; Mexican Americans; Hispanic American Students; Courses; Undergraduate Students; College Instruction; Instructional Innovation; Qualitative Research; Ethnography; Content Analysis; Activism; Critical Theory; Race + Suchen Sie Ihr Suchwort? Schülerzeitung; Schulzeitung; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Kursangebot; Hochschullehre; Educational Innovation; Bildungsinnovation; Qualitative Forschung; Ethnografie; Inhaltsanalyse; Aktivismus; Politischer Protest; Kritische Theorie; Rasse; Abstammung
Abstract	In this article, the author describes her experience teaming up with "Venceremos," an alternative bilingual student newspaper that after laying dormant for five years was revived in 2007 by seven Chicana/o students at a Rocky Mountain university. Working with "Venceremos," she designed a university-sanctioned communication course that supports the publication of "Venceremos" and evolves its form of progressive community journalism. Upon learning of the publication's inconsistent twenty-year history on the university campus and in the greater community, she sought to institutionalize the publication, as well as to evolve and articulate the elements of this distinctive Chicana/o journalism practice (Alemán 2011) by designing a course and accompanying pedagogical practice that sustains publication of the newspaper. Offered for the first time during the Fall 2008 semester, the "Venceremos" course has run for eight semesters, resulting in seventeen consecutively published issues. This article documents the implementation of "pedagogy of counter-news-story"--a co-constructed pedagogical strategy developed for the "Venceremos" course. It is an approach that centers the practice of student of color journalists reporting on Latina/o communities. It innovates journalism education by drawing from emancipatory pedagogies and hopes to function as a touchstone that media educators can use to re-imagine a form of journalism training better suited to the minoritized subjectivities and materialities of racially diverse communities. Qualitative, autoethnographic, and textual analytical data validate the efficacy of this novel pedagogical approach in developing the counter-news-stories "Venceremos" contributors write. "Counter-news-stories" are activist news accounts that offset the adversative frames, rhetoric, and discourses about communities of color embedded in mainstream news reports (Alemán 2011). Athough a tripartite of challenges nearly destabilized this approach within its first semester, pedagogy of counter-news-story holds promise as a reagent that can catalyze a refashioning of the academic socialization of media practitioners so it fosters competencies in reporting communities of color. The article is made up of five sections. First, the author summarizes the major critiques of mainstream news coverage of racial and ethnic communities that prompted the creation of "Venceremos." Second, she provides an explication of how critical race pedagogy both informs the epistemological framework for this collaboration and builds the case that fresh perspectives are needed to re-invigorate research on diversity, race, racism, and whiteness in journalism education. Third, she details the mechanics propelling a pedagogy of counter-news-story. Fourth, I document three dynamics--time constraints, familiarity with counterstories, and shared power--that impacted the execution of a pedagogy of counter-news-story. In addition, she describes how the classroom functioned as a counterspace from which the staff forged its alternative practice. Finally, she discusses implications for journalism educators concerned with producing future reporters, producers, and editors with not only the skills to include, represent, and inform an increasingly culturally and linguistically diverse society, but who are also motivated by media justice. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10