A teaching philosophy of journalism education in the global South: A South African case study

Abstract

This article sets out a teaching philosophy of journalism education in South Africa based on four assertions: re-affirmation of the role of journalism in democratic processes, the need for comparative studies and research-led teaching, journalism as active citizenship and journalism as a reflexive practice. These assertions are considered within the context of the role of the news media in a young democracy, with a particular focus on South Africa and post-colonial societies in the global South. As such, I hope to contribute to a debate around journalism education grounded in local realities rather than imported Western normative conceptualizations of the role and function of the news media and what the study of the news media in this particular context can offer not only the context that it serves but also the discipline itself.