Deadline: 15 May 2011
Race and religion. Gender discrimination. Poverty. Economic disparities. Class struggles. What we knew and how we understood these global issues during the preinternet days were what the international news agencies reported. Journalism students and educators in developing countries essentially saw the world through the eyes of the Western (predominantly ‘American’) media. Key research themes and discourses in the 60s and 70s were dominated by terms such as ‘media hegemony’, ‘propaganda’, ‘cultural imperialism’, ‘manufacturing consent’, ‘agenda setting’, ‘four theories of the press’, ‘new world information and communication order’, ‘development communication’, ‘development journalism’, and so forth.
Journalism textbooks on international communication and methods of reporting global issues were at that time limited to US-based journalism textbooks and practical notes provided by itinerant journalism professors - mainly from the United States, who would spend a semester or two sharing their stories and experiences with local students. That was the extent that journalism schools in post-colonial Asia imbued some sense of ‘global perspectives’ to its curriculum and among its local faculty staff.
Today, online access to media news sites and news events as they are breaking anytime anywhere is reshaping journalism’s locality once limited by geography and time. Disparate worlds of thoughts and communities are being connected by imageries and stories written by (professional and amateur) journalists from anywhere anytime and uploaded to websites for global readership. Are curriculum contents, research directions and discourse in journalism education and training in Asia keeping pace with the ‘glocalising’ of the news environment? How are journalism educators preparing their students for a ‘glocalised’ media market?
In this thematic issue, Asia Pacific Media Educator aims to map the trends, constraints and challenges of ‘glocalising’ the teaching and training of journalism in the Asia-Pacific region. APME is inviting submissions of 300 to 350-word abstract for consideration of a full paper for peer-review on the following topics:
• Analysing trends in journalism education, demographics of journalism faculty and profiles of journalism schools in developing countries.
• Evaluating and ranking the quality of journalism education, institution’s technological capabilities, student and program performance.
• Promoting professional journalism training and critical journalism studies relevant to media in developing countries.
• Approaches to global-oriented journalism education and training.
• Constraints, incentives and opportunities in ‘internationalising’ journalism education and how the quality of teaching and training may be improved.
• Providing students with learning opportunities to look at community issues and affairs in ‘glocal’ contexts.
• Enhancing the cultural and ‘global’ literacy of journalism students, their readiness for the profession upon graduation.
• Facilitating dialogue between different journalism schools and traditions of journalism teaching.
• Developing cross-cultural and comparative journalism research.
Contributors are welcome to submit other abstracts that relate to the broader theme.
Deadlines are as follows:
• Abstract of 300-350 words: May 15, 2011
• Full paper for peer review: July 30
• Peer review period: July to August
• Submission of revised paper: October 30
The word lengths for full papers are:
• Commentaries (3000 to 3500 words)
• Research papers (not exceeding 6,000 words inclusive of references and endnotes).
• Q&A with journalists and book authors (not exceeding 3,000 words)
Please email abstracts to the Editor, Eric Loo (eloo@uow.edu.au) at the Faculty of Creative Arts, University of Wollongong, Australia.
This issue will be co-edited with Dr C.S.H.N.Murthy, Associate Professor in Mass Communication and Journalism, Department of Mass Communication and Journalism School of Humanities and Social Sciences Tezpur University, Napaam, India.
Background of Asia Pacific Media Educator
Asia Pacific Media Educator (APME) is a refereed journal published annually by the Faculty of Creative Arts at the University of Wollongong, NSW, Australia. The first issue was published in 1996. APME is ranked ‘B’ by the Excellence for Research in Australia (ERA) board of the Australian Research Council. Which places APME in the top 30% of international refereed journals in related disciplines.
APME aims to generate dialogue among media educators, researchers and practitioners by publishing their analysis of media production and texts, journalism practice and innovations in journalism education and training. It will consider for publication original articles based on applied research that generates critical questions and examines media issues through comparative frameworks.
Commentaries and research papers should aim to challenge the conventions of journalism education and training, and provide practical ideas on improving the standard and currency of media reportage and media training.
More information here.
Race and religion. Gender discrimination. Poverty. Economic disparities. Class struggles. What we knew and how we understood these global issues during the preinternet days were what the international news agencies reported. Journalism students and educators in developing countries essentially saw the world through the eyes of the Western (predominantly ‘American’) media. Key research themes and discourses in the 60s and 70s were dominated by terms such as ‘media hegemony’, ‘propaganda’, ‘cultural imperialism’, ‘manufacturing consent’, ‘agenda setting’, ‘four theories of the press’, ‘new world information and communication order’, ‘development communication’, ‘development journalism’, and so forth.
Journalism textbooks on international communication and methods of reporting global issues were at that time limited to US-based journalism textbooks and practical notes provided by itinerant journalism professors - mainly from the United States, who would spend a semester or two sharing their stories and experiences with local students. That was the extent that journalism schools in post-colonial Asia imbued some sense of ‘global perspectives’ to its curriculum and among its local faculty staff.
Today, online access to media news sites and news events as they are breaking anytime anywhere is reshaping journalism’s locality once limited by geography and time. Disparate worlds of thoughts and communities are being connected by imageries and stories written by (professional and amateur) journalists from anywhere anytime and uploaded to websites for global readership. Are curriculum contents, research directions and discourse in journalism education and training in Asia keeping pace with the ‘glocalising’ of the news environment? How are journalism educators preparing their students for a ‘glocalised’ media market?
In this thematic issue, Asia Pacific Media Educator aims to map the trends, constraints and challenges of ‘glocalising’ the teaching and training of journalism in the Asia-Pacific region. APME is inviting submissions of 300 to 350-word abstract for consideration of a full paper for peer-review on the following topics:
• Analysing trends in journalism education, demographics of journalism faculty and profiles of journalism schools in developing countries.
• Evaluating and ranking the quality of journalism education, institution’s technological capabilities, student and program performance.
• Promoting professional journalism training and critical journalism studies relevant to media in developing countries.
• Approaches to global-oriented journalism education and training.
• Constraints, incentives and opportunities in ‘internationalising’ journalism education and how the quality of teaching and training may be improved.
• Providing students with learning opportunities to look at community issues and affairs in ‘glocal’ contexts.
• Enhancing the cultural and ‘global’ literacy of journalism students, their readiness for the profession upon graduation.
• Facilitating dialogue between different journalism schools and traditions of journalism teaching.
• Developing cross-cultural and comparative journalism research.
Contributors are welcome to submit other abstracts that relate to the broader theme.
Deadlines are as follows:
• Abstract of 300-350 words: May 15, 2011
• Full paper for peer review: July 30
• Peer review period: July to August
• Submission of revised paper: October 30
The word lengths for full papers are:
• Commentaries (3000 to 3500 words)
• Research papers (not exceeding 6,000 words inclusive of references and endnotes).
• Q&A with journalists and book authors (not exceeding 3,000 words)
Please email abstracts to the Editor, Eric Loo (eloo@uow.edu.au) at the Faculty of Creative Arts, University of Wollongong, Australia.
This issue will be co-edited with Dr C.S.H.N.Murthy, Associate Professor in Mass Communication and Journalism, Department of Mass Communication and Journalism School of Humanities and Social Sciences Tezpur University, Napaam, India.
Background of Asia Pacific Media Educator
Asia Pacific Media Educator (APME) is a refereed journal published annually by the Faculty of Creative Arts at the University of Wollongong, NSW, Australia. The first issue was published in 1996. APME is ranked ‘B’ by the Excellence for Research in Australia (ERA) board of the Australian Research Council. Which places APME in the top 30% of international refereed journals in related disciplines.
APME aims to generate dialogue among media educators, researchers and practitioners by publishing their analysis of media production and texts, journalism practice and innovations in journalism education and training. It will consider for publication original articles based on applied research that generates critical questions and examines media issues through comparative frameworks.
Commentaries and research papers should aim to challenge the conventions of journalism education and training, and provide practical ideas on improving the standard and currency of media reportage and media training.
More information here.
