Journalism Educators, Regulatory Realities, and Pedagogical Predicaments of the "Fake News" Era: A Comparative Perspective on the Middle East and Africa

Autor/inn/en	Mutsvairo, Bruce; Bebawi, Saba
Titel	Journalism Educators, Regulatory Realities, and Pedagogical Predicaments of the "Fake News" Era: A Comparative Perspective on the Middle East and Africa
Quelle	In: Journalism and Mass Communication Educator, 74 (2019) 2, S.143-157 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mutsvairo, Bruce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695819833552
Schlagwörter	Foreign Countries; Social Media; News Reporting; Deception; Mass Media; Information Sources; Teaching Methods; Journalism Education; Propaganda; Credibility; Information Dissemination; Curriculum Development; Media Literacy; Foreign Policy; History; Undergraduate Students; Comparative Education; Africa; Asia + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; News report; Reportage; Täuschung; Massenmedien; Information source; Informationsquelle; Teaching method; Lehrmethode; Unterrichtsmethode; Glaubwürdigkeit; Informationsverbreitung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Media skills; Medie competence; Medienkompetenz; Außenpolitik; Geschichte; Geschichtsdarstellung; Vergleichende Erziehungswissenschaft; Afrika; Asien
Abstract	From diplomatic spats between Qatar and Saudi Arabia to ubiquitous deceptive "news" updates purportedly sent by the Eritrean government urging all men to marry two wives or risk imprisonment, the future of fact-based reporting appears uncertain as mass media recipients world over become accustomed to consuming "fake news." Despite the exponential expansion of journalism educators in the Middle East and Africa, several curriculums in these regions have been struggling to cope with the rising dominance of the "fake news" movement. Both regions have a well-documented appetite for conspiracy theories and indeed the power of disinformation and propaganda, which seem to have gathered steam in the wake of deliberate dissemination of hoaxes or sensationalist stories predominantly distributed via social media platforms, potentially posing a threat to the credibility of journalism. This article provides an updated state of affairs on the expansion of "fake news" in the Middle East and Africa arguing after an explorative examination of 10 journalism curriculums that educators need to focus on local contexts when preparing journalism modules. Although it is important to discuss global trends, developments, controversies, debates, and discussions involving the "fake news" movement, we think future journalists from both regions would benefit from media literacy courses that identify the difference between fact and fiction in relation to their own contexts. This is relevant because current pedagogical approaches appear influenced by developments abroad especially in these countries' past colonial masters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01