THE SCHOOL OF JOURNALISM AND MEDIA STUDIES, RHODES UNIVERSITY, SOUTH AFRICA

Abstract

Click to increase image sizeClick to decrease image size ACKNOWLEDGEMENT The first two sections of this review draw extensively from Steenveld (2006 Steenveld, Lynette. 2006. “Journalism Education in South Africa? Context, context, context”. In Media in South Africa: a cross-media assessment, Edited by: Olorunnisola, A. 277–320. Lewiston, NY: Edwin Mellen Press. [Google Scholar]) in which media education at Rhodes is discussed as part of a broader argument about the contextual location of journalism education in South Africa. Notes 1. Jeanne du Toit, interview with Les Switzer, 2008. 2. See Posel (1983 Posel, Deborah. 1983. Rethinking the ‘Race–Class Debate’ in South African Historiography. Social Dynamics, 9(1): 55–66. [Taylor & Francis Online] , [Google Scholar]) for a review of the “race”–class debate in terms of renewed neo-Marxist theorizing; see Jubber (1983) and Webster (1991 Webster, Eddie. 1991. “The Search for a Critical Sociology in South Africa”. In Knowledge and Power in South Africa: critical perspectives across the disciplines, Edited by: Jansen, J. 69–78. Johannesburg: Skotaville Publishers. [Google Scholar]) for an assessment of the impact of Marxism on sociology departments in South Africa in the 1980s. 3. One MA thesis at this time was on graffiti as a form of popular media, and the student, Michael Markowitz, organized a team of township graffiti producers. The thesis was supervised by Don Pinnock. 4. In 1951 the Eiselen Commission into education came up with concept “Bantu Education”, which was enacted by the National Party in the Bantu Education Act of 1953. With its focus on practical skills, the aim of “Bantu Education” was to prepare Africans for a subordinate position in the workplace (Davenport, 1991 Davenport, Rodney. 1991. South Africa: a modern history, 4th edn, London: Macmillan. [Google Scholar], p. 535).