Agents of Change: Journalism Education as Critical Service-Learning
- Authors: Du Toit, Jeanne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468250 , vital:77036 , ISBN 978-1-80071-188-4 , https://www.emerald.com/insight/content/doi/10.1108/s2055-364120220000046004/full/html
- Description: The chapter deals with a service-learning course based in the School of Journalism and Media Studies at Rhodes University in South Africa. It provides a backdrop for the case study, describing the context in which the course is based and kind of intervention that it aims to make into this context. It then maps out the theoretical framework that informs the course, explaining how this is informed by the available spectrum of approaches to service-learning. It demonstrates how the course draws on the concept of a ‘communicative ecology’, to provide itself with a language in which to reflect on the social significance of communication. The chapter then reviews the first cycle of the course which took place in 2019, drawing on insights from participants (teachers, students and community partners). It deals, firstly, with the participants’ engagement with the concept of service-learning. Secondly, it describes their experience of service-learning as a communicative process. Finally, it describes their evaluation of this process as an intervention into the local communicative ecology. It is demonstrated that service-learning enables the school to respond strategically to the need for innovative communicative practices both in their immediate environment and within the broader South African context.
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- Date Issued: 2022
Language and media: isiXhosa in Journalism and Media Studies at a South African university
- Authors: Du Toit, Jeanne E , Maseko, Pamela
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468261 , vital:77037 , ISBN 9781776140275 , https://muse.jhu.edu/book/52741
- Description: To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
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- Date Issued: 2017
In search of critical engagement: a history of South African university based journalism
- Authors: Du Toit, Jeanne E , De Beer, Arnold S
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159453 , vital:40299 , https://hdl.handle.net/10520/EJC139372
- Description: Historical discussions of South African journalism education (Tomaselli 1991: 167; De Beer and Tomaselli 2000; Steenveld 2006) refer to examples of teaching practice which have served as critical interventions into political process. They occur primarily in the late 1970s and 1980s and it is arguable that the social circumstances that existed during this period presented unique opportunities for critical education. The literature suggests, however, that these examples represent the exception rather than the rule. It would seem, in fact, that a critical approach to journalism education has never been realised in South Africa in any substantive way. It is with this argument in mind that I explore, in this paper, the historical construction of journalism as a subject of university education in South Africa.
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- Date Issued: 2010
Two issues, two groups:
- Authors: Du Toit, Jeanne E
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159299 , vital:40285 , https://hdl.handle.net/10520/EJC144677
- Description: One of the conference strategies that I found particularly valuable was that of the "syndicate teams" who met regularly to speak on focused topics. Delegates signed up for the topic they were interested in and stayed with that group for the duration of the conference. The list included topics such as the status of journalism education in the academy; the role of journalism in changing the media; adapting journalism education to a digital age, etc.
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- Date Issued: 2007