Abstract
With cross-border journalism on the rise journalism educators need to ask themselves how they may prepare students for the challenges of working collaboratively and often remotely with colleagues from different journalism cultures. Following the theoretical framework for teaching cross-border competences by Alfter et al. (2019), this chapter evaluates four early examples of teaching journalism across borders for the following three dimensions: the cross-border concept, networked journalism in networked societies, and the notion of nation and culture including journalism culture and role. Results are based on own teaching experiences of the authors, feedback from the seminar participants, interviews with educators and program managers, and literature.
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Notes
- 1.
Our sample does overlap with the examples of Alfter et al. (2019) which is owed to the fact that educational offers in this field are still rather rare.
- 2.
The course was developed with the help of education researcher Keith Bowen from Stanford University, USA.
- 3.
The first round was taught by the course developers Tina Bettels-Schwabbauer and Nadia Leihs, the second round by Tina Bettels-Schwabbauer, Anna-Carina Zappe and Monika Lengauer, also lecturers at the Institute of Journalism at TU Dortmund University.
- 4.
In the summer semester 2020 the courses in Gothenburg, Dortmund, and Tübingen had to be adapted as a response to the Covid-19 pandemic and the transition to online teaching; the course of the VSE program was canceled.
- 5.
At the same time, Alfter (personal communication, July 20, 2020) points out that in the case of the landmark Panama Papers and Paradise Papers investigations in which hundreds of investigative cross-border journalists from all over the world participated in, the group encountered very little differences, as recent research (Lück & Schultz, 2019) shows: “I found this really striking that actually, there was a team created that had a very clear similar vision on quite a few ethical questions. […] Even if you work in a global team, it may be a pretty homogenous group following the same journalism tradition.” This could yet be another hint that in connected societies, a professional self-identification (e.g., as investigative journalist) can outweigh the geographical location—professional culture may be a more determining factor than national origin.
- 6.
The questions did not (only) touch on nationalities or political systems, but rather addressed issues along the intersections of race, gender, migration background, non−/academic background, ableism, etc., as factors that impact diverse journalism practices.
- 7.
In 2020, the programs that were still running had to rely increasingly on digital communication because of the Covid-19 restrictions.
- 8.
According to the project’s website http://globaljournalismproject.com/ students investigated mostly via video chat and were dependent on self-filmed videos from their protagonists due to Covid-19.
- 9.
- 10.
- 11.
- 12.
Recommended Readings
Hostwriter & CORRECTIV. (2019). Unbias the news. Why diversity matters for journalism.
NEWSREEL (2017). New skills for the next generation of journalists. https://newsreel.pte.hu
Bowen, K., Ullah Khan, A., & Wake, A. (2019). Virtual student exchange in journalism: Collaborative reporting through new media and technology. Australian Journalism Review, 41(1), 53–66. https://doi.org/10.1386/ajr.41.1.53_1
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Bettels-Schwabbauer, T., Grzeszyk, T., Leihs, N., Khan, A. (2023). Cross-Border Journalism Education. In: Rothenberger, L., Löffelholz, M., Weaver, D.H. (eds) The Palgrave Handbook of Cross-Border Journalism. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-23023-3_37
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