JMS3 Journalism, JMS3 Journalism, Democracy, Democracy,

DevelopmentDevelopment

Introductory lectureIntroductory lecture

DescriptionDescription

A course about the relationship between A course about the relationship between journalism, democracy and journalism, democracy and development: development:

►Differing conceptions of democracy and Differing conceptions of democracy and development may result in different development may result in different kinds of journalism. kinds of journalism.

► ‘‘How should journalistic practice How should journalistic practice support democratic and development support democratic and development goals in the South African context?’goals in the South African context?’

Term 4: the Media Studies and Media Term 4: the Media Studies and Media Production components of the JMS3 Production components of the JMS3 course will merge. course will merge.

All 100 JMS3 students to collaborate on All 100 JMS3 students to collaborate on a public journalism project about the a public journalism project about the problems and issues of youth in problems and issues of youth in Grahamstown. Grahamstown.

This project will be the axis upon which This project will be the axis upon which we will continue to explore our own we will continue to explore our own understanding of the relationship understanding of the relationship between journalism, democracy and between journalism, democracy and development.development.

PurposePurpose

►Goes beyond the reproduction of Goes beyond the reproduction of vocational skills and knowledge – to aid the vocational skills and knowledge – to aid the improvement of South African journalism. improvement of South African journalism.

►Questions some of the common-sense Questions some of the common-sense assumptions underpinning the practice of assumptions underpinning the practice of journalism. journalism.

►Raises debate around the role of Raises debate around the role of journalists and journalism in society and journalists and journalism in society and encourage innovation and encourage innovation and experimentation. experimentation.

General course outcomesGeneral course outcomes

► Describe and critique various normative theories of Describe and critique various normative theories of ‘the press’;‘the press’;

► Discuss these normative theories of the press in Discuss these normative theories of the press in relation to the various ‘journalisms’ and journalistic relation to the various ‘journalisms’ and journalistic practices associated with each;practices associated with each;

► Describe and apply concepts that are important for Describe and apply concepts that are important for understanding the relationship between journalism, understanding the relationship between journalism, democracy and development (for example the democracy and development (for example the public sphere, public interest, youth culture, public sphere, public interest, youth culture, community, dialogue, deliberation, empowerment);community, dialogue, deliberation, empowerment);

► Assess the some of the strengths and weaknesses, Assess the some of the strengths and weaknesses, similarities and differences between the various similarities and differences between the various journalisms explored in the course.journalisms explored in the course.

Media production outcomesMedia production outcomes► Plan, conduct and evaluate a youth-based media Plan, conduct and evaluate a youth-based media

training and enrichment project; training and enrichment project; ► Conduct journalistic research by setting up and Conduct journalistic research by setting up and

facilitating focus groups and/ or public forums;facilitating focus groups and/ or public forums;► Plan and produce effective in-depth media texts that Plan and produce effective in-depth media texts that

are critically informed by the theoretical concerns of are critically informed by the theoretical concerns of this course, and that appropriately employ the this course, and that appropriately employ the principles, skills and diverse research and production principles, skills and diverse research and production methods of some of the journalisms and journalistic methods of some of the journalisms and journalistic practices covered by it;practices covered by it;

► Critically reflect on the journalistic texts produced, Critically reflect on the journalistic texts produced, drawing on different modes of critique, and engage with drawing on different modes of critique, and engage with the social implications of these journalistic products;the social implications of these journalistic products;

► Describe and evaluate, in particular, the usefulness of Describe and evaluate, in particular, the usefulness of research methods and techniques employed by public research methods and techniques employed by public and other types of journalism, including focus group and other types of journalism, including focus group research.research.

Core projectCore project

►““The Young and the Restless – The Young and the Restless – problems and issues facing young problems and issues facing young people in Grahamstown” people in Grahamstown”

►At the beginning of Term 3, the JMS3 At the beginning of Term 3, the JMS3 class to be divided into nine groups:class to be divided into nine groups: 6 WEPD groups (12 students per group: 6 WEPD groups (12 students per group:

roughly 4 writers, 4 designers, 4 roughly 4 writers, 4 designers, 4 photojournalists)photojournalists)

2 TV groups (12 students per group);2 TV groups (12 students per group); 1 radio group (10 students).1 radio group (10 students).

► Each JMS group to…Each JMS group to… Recruit between 12 and 20 local youth. Recruit between 12 and 20 local youth. Working in focus groups, these youth must Working in focus groups, these youth must

compile a list of the top 5 problems and issues compile a list of the top 5 problems and issues facing them. facing them.

The JMS students use this research as the basis The JMS students use this research as the basis for longer-form for longer-form “public journalism “public journalism forfor democracy and development”democracy and development” in in Term 4Term 4. .

► But, before that…But, before that… In Term 3, each JMS group must plan and In Term 3, each JMS group must plan and

conduct a media training and enrichment project conduct a media training and enrichment project for a group of young people. for a group of young people.

Enable youth groups to produce their own media Enable youth groups to produce their own media products, which will be distributed and exhibited products, which will be distributed and exhibited in Term 4. This will be referred to in the course in Term 4. This will be referred to in the course as as “youth participatory journalism “youth participatory journalism asas democracy and development”.democracy and development”.

Project rationaleProject rationale

►Why this project?Why this project? Immersion in the local community:Immersion in the local community: Sustained access to young sources and points of Sustained access to young sources and points of

view;view; A deepened understanding of the context in A deepened understanding of the context in

which you work as a journalist;which you work as a journalist; May help build empathy, solidarity and a May help build empathy, solidarity and a

heightened appreciation of diversity;heightened appreciation of diversity; Mutuality and crossover between your “public Mutuality and crossover between your “public

journalism” and the “youth journalism” produced journalism” and the “youth journalism” produced by the young people you work with. by the young people you work with.

Contact timeContact time

Lectures:Lectures: Tuesdays 2.15pm-3.55pm: Theoretical and Tuesdays 2.15pm-3.55pm: Theoretical and conceptual context for the course. conceptual context for the course.

Seminars:Seminars: Fridays 2.15pm-3.55pm, starting August 4 Fridays 2.15pm-3.55pm, starting August 4 to be divided in the following way:to be divided in the following way:

► 2.15-3pm: Small-group seminars dealing with the 2.15-3pm: Small-group seminars dealing with the theory and critical reflection on the practice of theory and critical reflection on the practice of some alternative ‘journalisms’;some alternative ‘journalisms’;

► 3.10-3.55pm: Small-group seminars which will 3.10-3.55pm: Small-group seminars which will support two related group-work projects:support two related group-work projects: Foundational focus group research for a Term 4 public Foundational focus group research for a Term 4 public

journalism project focusing on the problems and issues of journalism project focusing on the problems and issues of youth in Grahamstown. youth in Grahamstown.

A journalism training and support project for youth-based A journalism training and support project for youth-based media groups in Grahamstown.media groups in Grahamstown.

AssessmentAssessment

► JDD = JDD = 36%36% of final JMS3 mark of final JMS3 mark►Module 1 (Term 3) class record – 8%Module 1 (Term 3) class record – 8%

Term 3 focus on youth participatory Term 3 focus on youth participatory journalism as democracy and journalism as democracy and developmentdevelopment

Focus group research – 2%Focus group research – 2% Youth journalism as democracy and Youth journalism as democracy and

development – 4%development – 4% Individual seminar assignments – 2%Individual seminar assignments – 2%

►Module 2 (Term 4) class record – 18%;Module 2 (Term 4) class record – 18%; Term 4 focus on Rhodes students’ Term 4 focus on Rhodes students’

production of public journalism for production of public journalism for democracy and developmentdemocracy and development

Group and individual public journalism Group and individual public journalism (12%). (12%). ►Use focus group research to define 9 focus areas (one per Use focus group research to define 9 focus areas (one per

group)group)►Each group to produce in-depth public journalism and/ or Each group to produce in-depth public journalism and/ or

a social marketing campaign on the chosen focus area;a social marketing campaign on the chosen focus area;►WEPD groups to produce wall newspaper and possible WEPD groups to produce wall newspaper and possible

supplements for supplements for Grocotts’ MailGrocotts’ Mail; TV groups to produce ; TV groups to produce documentaries for public exhibition; radio produce audio-documentaries for public exhibition; radio produce audio-visual stories and/ or talk-programming.visual stories and/ or talk-programming.

►Public exhibitionPublic exhibition and discussion with youth to discuss and discussion with youth to discuss journalism produced.journalism produced.

Individual essay (6%) Individual essay (6%) ►Critically evaluate your productions in terms of the kind Critically evaluate your productions in terms of the kind

of journalism on which it is based. 3000 words. of journalism on which it is based. 3000 words.

ExamExam

►Examination: 10% (combination of Examination: 10% (combination of Module 1 and Module 2)Module 1 and Module 2) One three-hour exam assesses outcomes One three-hour exam assesses outcomes

from both terms. from both terms.

OutlineOutline

►Week 1Week 1 Tuesday 25 JulyTuesday 25 July

►Lecture:Lecture:►Introduction and overview of the course:Introduction and overview of the course:►Public journalism: What is it responding to? Public journalism: What is it responding to?

Why important? History? Dewey/ Lippman Why important? History? Dewey/ Lippman debate. Some examples. debate. Some examples.

►The problem of youth, politics and media.The problem of youth, politics and media.►If time: Participatory communication as If time: Participatory communication as

democracy and development. Some examples.democracy and development. Some examples.

►Friday 28 JulyFriday 28 July Lecture:Lecture:

►Normative theories of the press: Authoritarian, Normative theories of the press: Authoritarian, Soviet, libertarian/ free press and social Soviet, libertarian/ free press and social responsibility theories of the press. Exploration responsibility theories of the press. Exploration of associated journalisms (for example, of associated journalisms (for example, mainstream journalism, investigative mainstream journalism, investigative journalism, public service broadcasting). journalism, public service broadcasting).

►Core concepts (democracy, public sphere, Core concepts (democracy, public sphere, youth etc.)youth etc.)

►Divide class into 9 groups (6 WEPD, 2 TV and 1 Divide class into 9 groups (6 WEPD, 2 TV and 1 radio)radio)

►Week 2Week 2 Tuesday 1 AugustTuesday 1 August

►Lecture:Lecture: Critique of normative theories. Critique of normative theories. Introduction to focus group and youth participatory projects. Introduction to focus group and youth participatory projects.

Friday 4 AugustFriday 4 August►Seminar 1: Normative theory; Youth and mediaSeminar 1: Normative theory; Youth and media

Submit two 400-word precisSubmit two 400-word precis: McQuail (1994) and : McQuail (1994) and Buckingham (2000). Buckingham (2000).

Seminar topics: Seminar topics: What is normative theory? Strengths and weaknesses of What is normative theory? Strengths and weaknesses of

normative theory? Discuss Denis McQuail’s Development normative theory? Discuss Denis McQuail’s Development and Democratic-participant theories of press. Are they useful and Democratic-participant theories of press. Are they useful additions to the original Four Theories of the Press? additions to the original Four Theories of the Press?

What is meant by the feminist adage, “The personal is What is meant by the feminist adage, “The personal is political”? Are young people apolitical, apathetic?political”? Are young people apolitical, apathetic?

►Seminar 2: Set-up of Term 3 research workSeminar 2: Set-up of Term 3 research work Set up focus group research; discuss recruitment of Set up focus group research; discuss recruitment of

participants; do background research on youth issues, participants; do background research on youth issues, formulate interview schedules, organise logistics. See pp. 6-formulate interview schedules, organise logistics. See pp. 6-7 for guidance. 7 for guidance.

►Week 3Week 3 Tuesday 8 AugustTuesday 8 August

►Lecture:Lecture: Theory and practise of public journalism Theory and practise of public journalism

Friday 11 August Friday 11 August ►Seminar 1: Seminar 1:

Submit 600-800 word reportSubmit 600-800 word report on public journalism for on public journalism for The Media magazine, indicating whether you think the The Media magazine, indicating whether you think the concept is relevant and/ or viable in the South African concept is relevant and/ or viable in the South African context.context.

Seminar topic: The Pew Centre for Civic Journalism is Seminar topic: The Pew Centre for Civic Journalism is offering grants of up to R100 000 each for pilot public offering grants of up to R100 000 each for pilot public journalism projects in South Africa. Imagine that half the journalism projects in South Africa. Imagine that half the seminar group is on the editorial advisory board of seminar group is on the editorial advisory board of Grocott’s MailGrocott’s Mail, the other half on the board of Rhodes , the other half on the board of Rhodes Music Radio (RMR). Devise a project proposal for a Music Radio (RMR). Devise a project proposal for a collaborative submission to Pew. collaborative submission to Pew.

►Seminar 2: Seminar 2: Finalise set-up of focus groups for next week.Finalise set-up of focus groups for next week.

►Week 4Week 4 Tuesday 15 AugustTuesday 15 August

►Lecture: Lecture: ►Critiques of public journalism (Glasser, Schudson, Critiques of public journalism (Glasser, Schudson,

Haas, Haas & Steiner, Peters, Howley)Haas, Haas & Steiner, Peters, Howley)

Friday 18 AugustFriday 18 August►Seminar 1:Seminar 1:

What implications does Fraser’s four-part critique of What implications does Fraser’s four-part critique of Habermas’s theory of the public sphere have for the Habermas’s theory of the public sphere have for the theory and practise of public journalism? (See Haas & theory and practise of public journalism? (See Haas & Steiner, 2001) How does this relate – if at all – to our Steiner, 2001) How does this relate – if at all – to our proposed public journalism project work in proposed public journalism project work in Grahamstown in Term 4?Grahamstown in Term 4?

►Seminar 2Seminar 2 Reflect on focus groups: plan a group presentation Reflect on focus groups: plan a group presentation

session. Design a youth participatory journalism session. Design a youth participatory journalism project. project.

►Week 5Week 5 Tuesday 22 AugustTuesday 22 August

►Lecture:Lecture: Development theory of the press, developmental Development theory of the press, developmental

journalism (link to African nation building, ‘sunshine’ journalism (link to African nation building, ‘sunshine’ journalism), development journalism, NWICO, journalism), development journalism, NWICO, Development Support Communication, Communication for Development Support Communication, Communication for Development and Social Change, (include a look at Development and Social Change, (include a look at debates around ICTs, new media and development)debates around ICTs, new media and development)

Friday 25 AugustFriday 25 August►Seminar 1:Seminar 1:

Submit a 600-800 word reportSubmit a 600-800 word report on the phenomenon of on the phenomenon of “communication for development” for a “communication for development” for a Grocott’s MailGrocott’s Mail youth supplement. youth supplement.

Seminar topic: How does the theory of communication for Seminar topic: How does the theory of communication for development relate to your participatory youth journalism development relate to your participatory youth journalism programme?programme?

►Seminar 2:Seminar 2: Finalise Saturday morning training session. Finalise Saturday morning training session.

►Week 6Week 6 Tuesday 29 AugustTuesday 29 August

►Lecture:Lecture:►Participant-democratic theory and associated Participant-democratic theory and associated

journalisms:journalisms: alternative journalism linked to social movements, alternative journalism linked to social movements,

organisations (politically radical or culturally oppositional – organisations (politically radical or culturally oppositional – underground press, pirate radio, political posters); underground press, pirate radio, political posters);

more general advocacy journalism (including street more general advocacy journalism (including street newspapers radical magazines);newspapers radical magazines);

participatory/ citizen journalism; participatory/ citizen journalism; communication for development and community communication for development and community

journalism.journalism. Friday 1 SeptemberFriday 1 September

►Seminar 1:Seminar 1: Submit 500 words on one of the following questions:Submit 500 words on one of the following questions: Is public journalism morphing into the public’s journalism?Is public journalism morphing into the public’s journalism? What does it mean to be a radical journalist?What does it mean to be a radical journalist? What is the difference between the general public sphere What is the difference between the general public sphere

and the organised public sphere?and the organised public sphere?►Seminar 2:Seminar 2:

Critical evaluation of last Saturday’s training session; Critical evaluation of last Saturday’s training session; forward planning for second session. forward planning for second session.

►Week 7Week 7 Tuesday 5 September:Tuesday 5 September:

►Presentation Ecos B of focus group research Presentation Ecos B of focus group research material (see Page 5).material (see Page 5).

►No seminars this week. No seminars this week.

Movie evenings on Tuesday and Movie evenings on Tuesday and WednesdayWednesday (compulsory to come to one (compulsory to come to one of them. of them.

Term 4: Public journalism Term 4: Public journalism projectsprojects

►Production lectures: Mondays 11.25am-Production lectures: Mondays 11.25am-1.05pm (Ecos B for WEPD; Radio in AMM 1.05pm (Ecos B for WEPD; Radio in AMM and TV in AMM); and TV in AMM);

►Theory lectures: Tuesdays 2.15pm-Theory lectures: Tuesdays 2.15pm-3.55pm (Ecos B); 3.55pm (Ecos B);

►Critical reflection sessions: Fridays 2-Critical reflection sessions: Fridays 2-3.30pm or 3.30-5pm (venues to be 3.30pm or 3.30-5pm (venues to be announced); announced);

►Pracs: Wednesday and Thursday Pracs: Wednesday and Thursday afternoons (venues to be announced).afternoons (venues to be announced).