[Commlist] CFP: Teaching journalism in the Global South: constraints and opportunities

Call for Chapters

Teaching journalism in the Global South: constraints and opportunities

Deadline for abstracts: 22 May 2020

The proposed edited collection aims to explore the possibilities and 
limitations of teaching journalism in countries with strong media 
control. Target publisher: Palgrave Studies in Journalism and the Global 
South, Palgrave Macmillan.

Recent scholarship has expressed increasing concern over the importance 
of acknowledging the varieties of journalism and its teaching around the 
world. It has been suggested that universalistic assumptions of what 
constitutes journalism should be challenged and domestic cultural 
standards and diverse political configurations should be taken into 
account (Mensing and Franklin, 2011; Hanitzsch et al., 2019; Bebawi, 
2016; Mikal, 2014; Obijiofor and Hanusch, 2011; Berger, 2011; Schiffrin, 
2011; Josephi, 2010; Hossein, 2007; Friedman, Shafer and Rice, 2006). An 
interdisciplinary, cross-geographical approach has been advocated as a 
way to spur discussion and criticism of the theoretical and practical 
principles underpinning journalism education. Collaborative work, at the 
global level among journalism educators, could foster the reciprocal 
exchange of ideas promoting innovation in practice, curriculum design 
and research (Mensing and Franklin, 2011). A focus on countries with 
robust media control, in times when the relationship between education 
and profession is being debated at a global level, might foster a 
discussion on the paradoxical features characterizing the tension 
between theory and practice. Typical questions arising are, for 
instance, whether journalism educators can teach effectively in a 
restrained media environment without compromising the very principles 
they are trying to abide by (Thompson, 2007). Existing studies note how 
in countries with strong governmental influence journalism programs face 
contradictory priorities over ideological impositions and commercial or 
educational imperatives (Obijiofor and Hanusch, 2011). For example, many 
universities in the Global South face the challenge of having to teach 
students how to write engaging content to meet audience and market 
demands whilst demonstrating loyalty to the state and adhering to its 
principles (Dombernowsky, 2016; Long and Zeng, 2016; Hao and Xu, 1997; 
Repnikova, 2017). Thus, it is crucial to understand how teachers and 
students make sense of, negotiate and reinterpret the clashing interests 
of state ideological infusions and public demands, and translate them 
into practice and reporting models.

The proposed edited collection aims to discuss how to teach journalism 
in countries with limited freedom, including those which are in 
transition from authoritarianism to freer modes of government. The book 
has four main purposes: to illustrate and contextualize the challenges 
of journalism education under governmental control; to problematize 
transplanting a Western Anglo-American model into non-Western countries; 
to assess both the limitations and creative opportunities arising from 
teaching journalism under constraints; and, to broaden our understanding 
of the meaning and forms that journalism can take and the consequences 
that such a fluid understanding might have for future journalists.

We would like the focus of the edited collection to be on China but we 
are open to contributions regarding other countries as well. Possible 
themes include but are not limited to:

•             Theoretical frameworks

•             Emerging learning models

•             The application of Western teaching principles in 
non-Western countries

•             Teaching journalism in transnational universities

•             Teaching journalism law/ethics

•             Accreditation standards of journalism education

•             Journalism training in countries that are making a 
transition to democracy

•             History of journalism training

•             The gap between academia and the industry

•             Fieldwork policies and learning outcomes

•             Teaching in collaboration with the industry

•             The structure of journalism curricula

•             Student awareness of politics

•             Managing student expectations

•             Technology-enhanced teaching

•             Community-based educational projects

•             Aesthetic journalism

•             Student media

•             Education as an agent of change

•             Education as a way to maintain the status quo

•             Internationalization of educational strategies

•             Journalism as a reservoir of transferable skills

•             Political and market influences on journalism curriculum 
design

•             Journalism training and ideological/political indoctrination

•             Illustrated Journalism

Key dates

Abstract submission deadline: 22 May 2020

Notification of acceptance: 1 June 2020

Full paper submission (min 6, 500 - max 7, 500 words): 14 September 2020

Please send in abstracts of max 500 words to:

(Diana.Garrisi /at/ xjtlu.edu.cn) (Lecturer, Department of Media and 
Communication, Xi’an-Jiaotong Liverpool University, China), and

(Xianwen.Kuang /at/ xjtlu.edu.cn) (Lecturer, Department of Media and 
Communication, Xi’an-Jiaotong Liverpool University, China).


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