JMS3 Journalism, Democracy, Development Introductory lecture

Description A course about the relationship between journalism, democracy and development: ► Differing conceptions of democracy and development may result in different kinds of journalism. ► ‘How should journalistic practice support democratic and development goals in the South African context?’

Term 4: the Media Studies and Media Production components of the JMS3 course will merge. All 100 JMS3 students to collaborate on a public journalism project about the problems and issues of youth in Grahamstown. This project will be the axis upon which we will continue to explore our own understanding of the relationship between journalism, democracy and development.

Purpose ► Goes beyond the reproduction of vocational skills and knowledge – to aid the improvement of South African journalism. ► Questions some of the common-sense assumptions underpinning the practice of journalism. ► Raises debate around the role of journalists and journalism in society and encourage innovation and experimentation.

General course outcomes ► Describe and critique various normative theories of ‘the press’; ► Discuss these normative theories of the press in relation to the various ‘journalisms’ and journalistic practices associated with each; ► Describe and apply concepts that are important for understanding the relationship between journalism, democracy and development (for example the public sphere, public interest, youth culture, community, dialogue, deliberation, empowerment); ► Assess the some of the strengths and weaknesses, similarities and differences between the various journalisms explored in the course.

Media production outcomes ► Plan, conduct and evaluate a youth-based media training and enrichment project; ► Conduct journalistic research by setting up and facilitating focus groups and/ or public forums; ► Plan and produce effective in-depth media texts that are critically informed by the theoretical concerns of this course, and that appropriately employ the principles, skills and diverse research and production methods of some of the journalisms and journalistic practices covered by it; ► Critically reflect on the journalistic texts produced, drawing on different modes of critique, and engage with the social implications of these journalistic products; ► Describe and evaluate, in particular, the usefulness of research methods and techniques employed by public and other types of journalism, including focus group research.

Core project ► “The Young and the Restless – problems and issues facing young people in Grahamstown” ► At the beginning of Term 3, the JMS3 class to be divided into nine groups:  6 WEPD groups (12 students per group: roughly 4 writers, 4 designers, 4 photojournalists)  2 TV groups (12 students per group);  1 radio group (10 students).

► Each JMS group to…  Recruit between 12 and 20 local youth.  Working in focus groups, these youth must compile a list of the top 5 problems and issues facing them.  The JMS students use this research as the basis for longer-form “public journalism for democracy and development” in Term 4. ► But, before that…  In Term 3, each JMS group must plan and conduct a media training and enrichment project for a group of young people.  Enable youth groups to produce their own media products, which will be distributed and exhibited in Term 4. This will be referred to in the course as “youth participatory journalism as democracy and development”.

Project rationale ► Why this project?  Immersion in the local community:  Sustained access to young sources and points of view;  A deepened understanding of the context in which you work as a journalist;  May help build empathy, solidarity and a heightened appreciation of diversity;  Mutuality and crossover between your “public journalism” and the “youth journalism” produced by the young people you work with.

Contact time Lectures: Tuesdays 2.15pm-3.55pm: Theoretical and conceptual context for the course. Seminars: Fridays 2.15pm-3.55pm, starting August 4 to be divided in the following way: ► pm: Small-group seminars dealing with the theory and critical reflection on the practice of some alternative ‘journalisms’; ► pm: Small-group seminars which will support two related group-work projects:  Foundational focus group research for a Term 4 public journalism project focusing on the problems and issues of youth in Grahamstown.  A journalism training and support project for youth-based media groups in Grahamstown.

Assessment ► JDD = 36% of final JMS3 mark ► Module 1 (Term 3) class record – 8%  Term 3 focus on youth participatory journalism as democracy and development  Focus group research – 2%  Youth journalism as democracy and development – 4%  Individual seminar assignments – 2%

► Module 2 (Term 4) class record – 18%;  Term 4 focus on Rhodes students’ production of public journalism for democracy and development  Group and individual public journalism (12%). ► Use focus group research to define 9 focus areas (one per group) ► Each group to produce in-depth public journalism and/ or a social marketing campaign on the chosen focus area; ► WEPD groups to produce wall newspaper and possible supplements for Grocotts’ Mail; TV groups to produce documentaries for public exhibition; radio produce audio-visual stories and/ or talk-programming. ► Public exhibition and discussion with youth to discuss journalism produced.  Individual essay (6%) ► Critically evaluate your productions in terms of the kind of journalism on which it is based words.

Exam ► Examination: 10% (combination of Module 1 and Module 2)  One three-hour exam assesses outcomes from both terms.

Outline ► Week 1  Tuesday 25 July ► Lecture: ► Introduction and overview of the course: ► Public journalism: What is it responding to? Why important? History? Dewey/ Lippman debate. Some examples. ► The problem of youth, politics and media. ► If time: Participatory communication as democracy and development. Some examples.

► Friday 28 July  Lecture: ► Normative theories of the press: Authoritarian, Soviet, libertarian/ free press and social responsibility theories of the press. Exploration of associated journalisms (for example, mainstream journalism, investigative journalism, public service broadcasting). ► Core concepts (democracy, public sphere, youth etc.) ► Divide class into 9 groups (6 WEPD, 2 TV and 1 radio)

► Week 2  Tuesday 1 August ► Lecture:  Critique of normative theories.  Introduction to focus group and youth participatory projects.  Friday 4 August ► Seminar 1: Normative theory; Youth and media  Submit two 400-word precis: McQuail (1994) and Buckingham (2000).  Seminar topics:  What is normative theory? Strengths and weaknesses of normative theory? Discuss Denis McQuail’s Development and Democratic-participant theories of press. Are they useful additions to the original Four Theories of the Press?  What is meant by the feminist adage, “The personal is political”? Are young people apolitical, apathetic? ► Seminar 2: Set-up of Term 3 research work  Set up focus group research; discuss recruitment of participants; do background research on youth issues, formulate interview schedules, organise logistics. See pp. 6-7 for guidance.

► Week 3  Tuesday 8 August ► Lecture:  Theory and practise of public journalism  Friday 11 August ► Seminar 1:  Submit word report on public journalism for The Media magazine, indicating whether you think the concept is relevant and/ or viable in the South African context.  Seminar topic: The Pew Centre for Civic Journalism is offering grants of up to R each for pilot public journalism projects in South Africa. Imagine that half the seminar group is on the editorial advisory board of Grocott’s Mail, the other half on the board of Rhodes Music Radio (RMR). Devise a project proposal for a collaborative submission to Pew. ► Seminar 2:  Finalise set-up of focus groups for next week.

► Week 4  Tuesday 15 August ► Lecture: ► Critiques of public journalism (Glasser, Schudson, Haas, Haas & Steiner, Peters, Howley)  Friday 18 August ► Seminar 1:  What implications does Fraser’s four-part critique of Habermas’s theory of the public sphere have for the theory and practise of public journalism? (See Haas & Steiner, 2001) How does this relate – if at all – to our proposed public journalism project work in Grahamstown in Term 4? ► Seminar 2  Reflect on focus groups: plan a group presentation session. Design a youth participatory journalism project.

► Week 5  Tuesday 22 August ► Lecture:  Development theory of the press, developmental journalism (link to African nation building, ‘sunshine’ journalism), development journalism, NWICO, Development Support Communication, Communication for Development and Social Change, (include a look at debates around ICTs, new media and development)  Friday 25 August ► Seminar 1:  Submit a word report on the phenomenon of “communication for development” for a Grocott’s Mail youth supplement.  Seminar topic: How does the theory of communication for development relate to your participatory youth journalism programme? ► Seminar 2:  Finalise Saturday morning training session.

► Week 6  Tuesday 29 August ► Lecture: ► Participant-democratic theory and associated journalisms:  alternative journalism linked to social movements, organisations (politically radical or culturally oppositional – underground press, pirate radio, political posters);  more general advocacy journalism (including street newspapers radical magazines);  participatory/ citizen journalism;  communication for development and community journalism.  Friday 1 September ► Seminar 1:  Submit 500 words on one of the following questions:  Is public journalism morphing into the public’s journalism?  What does it mean to be a radical journalist?  What is the difference between the general public sphere and the organised public sphere? ► Seminar 2:  Critical evaluation of last Saturday’s training session; forward planning for second session.

► Week 7  Tuesday 5 September: ► Presentation Ecos B of focus group research material (see Page 5). ► No seminars this week.  Movie evenings on Tuesday and Wednesday (compulsory to come to one of them.

Term 4: Public journalism projects ► Production lectures: Mondays 11.25am- 1.05pm (Ecos B for WEPD; Radio in AMM and TV in AMM); ► Theory lectures: Tuesdays 2.15pm-3.55pm (Ecos B); ► Critical reflection sessions: Fridays pm or pm (venues to be announced); ► Pracs: Wednesday and Thursday afternoons (venues to be announced).