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- Volume 5, Issue 1, 2011
Global Media Journal - African Edition - Volume 5, Issue 1, 2011
Volume 5, Issue 1, 2011
Author Guy BergerSource: Global Media Journal - African Edition 5, pp 1 –23 (2011)More Less
Professional networking of African journalism educators is a complex matter for reasons related to the fragmentary identity and fragile resource base of this constituency. African journalism educators thus share many characteristics which ironically dilute the sense of a clear and common identity that could facilitate networking as a community. The prospects for building a social network amongst this constituency can be analysed in terms of theories of social capital and a review of various experiences. The results suggest that "bridging" to external constituencies with resources is the most fertile method of community creation, and this driver is central to building social capital via enhanced relationships in the African journalism education sector.
Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in EthiopiaAuthor Terje S. SkjerdalSource: Global Media Journal - African Edition 5, pp 24 –51 (2011)More Less
Journalism programmes across the African continent have different attitudes to the issue of universal vs. local values in journalism. This article discusses the issue in light of a post-graduate journalism programme that opened at Addis Ababa University in 2004. In its 5-year implementation phase, the programme engaged educators from Europe and North America in addition to local instructors. Thus, one could expect a potential conflict between Western and Ethiopian approaches to journalism. However, on the basis of experiences with the Addis Ababa programme, the present study questions the assumed dichotomy between Western and Ethiopian (or African) journalism discourses. Tensions did indeed come to the fore when the programme was planned and implemented, but they were defined by determinants such as professional background and personal preferences of the instructors involved rather than by geographical and cultural origin.
Situating language at the centre of journalism training : the case for broadening the spheres of English teaching and learning in Journalism training institutions in GhanaAuthor Modestus FosuSource: Global Media Journal - African Edition 5, pp 52 –80 (2011)More Less
This paper derives its impetus from the consensus today that the media play an indispensable role in democratic governance for sustained development. The media foster, most importantly, accountability, transparency, rule of law, respect for human rights, and civic participation, which are vital in securing the economic well-being of a people. Language, as the main vehicle that drives communication or journalistic imperatives to the "consumer", thus becomes a critical factor.
The focus here is on the effective and appropriate use of English (Ghana's official language) in newspapers in Ghana. It is argued that the majority of newspapers display linguistic ineptitude, thereby weakening their capacity to package and make development-oriented messages accessible to the reader. Specifically, the majority of newspapers present news in grammatically faulty and semantically confusing constructions that blur meaning. Thus, through a comparative study of the English and English-related courses in four journalism training institutions in Ghana and the English provisions in the latest UNESCO journalism curricula for Africa (2007), the study shows that English competence appears to be taken for granted in the training institutions.
This paper therefore argues for journalism education in Ghana to focus on helping trainee journalists to acquire English language competency. A more worthwhile complement will be to de-emphasise the "core" journalism or media knowledge and skills students are made to focus all their attention on in the schools and rather emphasise English use and usage. The paper suggests a reorganisation of English studies including institutional structure, curriculum and syllabus development, infrastructure, teaching, and learning methodology as ways of broadening English language pedagogy to produce the calibre of journalists who can really champion the democratic and developmental aspirations of Ghana and Africa.
Author Fred A. AmadiSource: Global Media Journal - African Edition 5, pp 81 –96 (2011)More Less
This article examines how the attention which media scholarship gives to only the quantitative research method impacts on journalism practice in Nigeria. Firstly, typical mass media texts were purposively selected and presented on a titled table. Secondly Critical Discourse Analysis (CDA) methods were used to analyse selected texts. Thirdly e-mailing and audio recording were used to elicit comments from a reporter and an editor. The editor and the reporter who commented wrote the stories from which the selected newspaper texts were drawn. Lastly, elicited comments were used to buttress arguments as the analysis progressed. In Nigeria journalists report news without imputation. Reporting news without imputations flaws news presentation. In this article flaws in news presentation are attributed to the attention which media scholarship in Nigeria gives to only the quantitative research method. The article proposes that as the qualitative research method, more so than the quantitative method, imparts better critical skills to journalists, the qualitative method should be emphasised more in mass media research.
Author Olusola OyeroSource: Global Media Journal - African Edition 5, pp 97 –114 (2011)More Less
The media have a responsibility to voice the rights of children but need to be better equipped to do so. Repositioning the media is best initiated within an educational framework as education brings about progress in practical fields and invariably leads to improvements in society as seen in studies in development communication, health communication, science communication, environmental communication, etc. (Craig, 2000). Children journalism education will undoubtedly go a long way in improving children's media practice. This paper calls for a journalism education programme in Nigeria to remediate the shortcomings observed in the African child's media world and to promote the rights of children and the realisation of their dreams.