According to academics in the field of cultural studies, the belief that journalism can report the world truthfully and objectively is not only wrong but naive. However, they claim that the incorporation of cultural studies into academic teaching allows journalists to be trained to overcome illusions of this kind and to see behind the superficialities of traditional professional practice. This paper is a critique of these claims and a response to those academics who have disputed the author's previous work on this issue. It examines eight claims about journalism made by cultural studies academics and shows them all to be seriously flawed. They are either logically incoherent, ignorant of the nature of journalism, or seek to impose a politic...
The authors surveyed members of the Newspaper Division of the Association for Education in Journalis...
Journalism is no longer the preserve of the Humanities and Social Sciences. Every facet of academia,...
Constructive learning is described by some scholars as active, cumulative, goal-directed, diagnostic...
This essay first appeared in Quadrant, May 1998. It revisits the intellectual conflict between media...
This article tracks the uneasy coexistence of journalism and cultural studies, arguing that the tens...
Debates over the most appropriate way in which journalism education might be delivered continues una...
The study of journalism has not been — nor should it be — restricted to those who call themselves ‘j...
In 1991, teaching in a BA (Communication) in South Australia, we wrote the following: Cultural & Med...
Drawing upon a range of theoretical perspectives, including cultural studies, postcolonial theory, c...
A consequence of globalization of media economy and technology for journalism lies in the unificatio...
This article examines the need to teach African culture as a module in journalism schools based on t...
One of the less desirable aftermaths of the so-called "Media Wars" - the intellectual deba...
Cultural studies and journalism overlap in important respects. They are both interested in the media...
characterised by a simplistic genealogy of cultural studies and conveniently elided the contribution...
Journalism education as an academic pursuit has run its course during this century: from representin...
The authors surveyed members of the Newspaper Division of the Association for Education in Journalis...
Journalism is no longer the preserve of the Humanities and Social Sciences. Every facet of academia,...
Constructive learning is described by some scholars as active, cumulative, goal-directed, diagnostic...
This essay first appeared in Quadrant, May 1998. It revisits the intellectual conflict between media...
This article tracks the uneasy coexistence of journalism and cultural studies, arguing that the tens...
Debates over the most appropriate way in which journalism education might be delivered continues una...
The study of journalism has not been — nor should it be — restricted to those who call themselves ‘j...
In 1991, teaching in a BA (Communication) in South Australia, we wrote the following: Cultural & Med...
Drawing upon a range of theoretical perspectives, including cultural studies, postcolonial theory, c...
A consequence of globalization of media economy and technology for journalism lies in the unificatio...
This article examines the need to teach African culture as a module in journalism schools based on t...
One of the less desirable aftermaths of the so-called "Media Wars" - the intellectual deba...
Cultural studies and journalism overlap in important respects. They are both interested in the media...
characterised by a simplistic genealogy of cultural studies and conveniently elided the contribution...
Journalism education as an academic pursuit has run its course during this century: from representin...
The authors surveyed members of the Newspaper Division of the Association for Education in Journalis...
Journalism is no longer the preserve of the Humanities and Social Sciences. Every facet of academia,...
Constructive learning is described by some scholars as active, cumulative, goal-directed, diagnostic...