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Databases & Terms Searched:
Searches were conducted in two sets of databases. ERIC and Education Full Text were searched to capture relevant research appearing in the education literature. Keywords searched were "journalism education" combined with variants of “diversity”, “inclusive”, "educational practices", "teacher attitudes" "teaching methods", "culturally relevant education" and "critical race theory".
The Communication Abstracts and Communication and Mass Media Complete databases were searched using the keywords "journalism education" and "training of journalists" with some combination of “diversity”, “inclusive”, "critical pedagogy", "critical race theory", "white privilege" and "social justice".
Other potential sources are the Association for Education in Journalism and Mass Communication (AEJMC) and National Communication Association (NCA) websites for these organizations’ annual conference proceedings.
Several studies explore programs and research on incorporating diversity defined as multiculturalism, gender, religion, class, sexual orientation and disability into the journalism curriculum (see Borron, Urban & Carrera and Larrondo & Rivera for examples). Two studies (Alemán (2014); Brooks & Ward) question the extent to which current curricula, textbooks and pedagogical practices are successful in producing journalists and reporting that challenges majority-dominant viewpoints. Most of the literature focuses on case studies, including reporting projects and exercises. These include classes and partnerships with specific groups or communities, managing discussions of ethnicity in the classroom and incorporating critical service learning and cross-cultural and collaborative reporting. Several case studies originate from outside the United States. While these typically reference curricula or materials specifically designed for those environments, specific methods and project assignments are potentially adaptable to the U.S. context.
Alemán, S. M. (2017). A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity. Taboo: The Journal of Culture & Education, 16, 73–91.
Alemán, S. M. (2014). Locating Whiteness in Journalism Pedagogy. Critical Studies in Media Communication, 31(1), 72-88.
Alemán, S. M. (2014). Reimagining Journalism Education through a Pedagogy of Counter-News-Story. Review of Education, Pedagogy & Cultural Studies, 36, 109–126.
Borron, A., Urban, E., & Cabrera, E. (2017). Closing the Professional Gap Between Journalism and Civic Engagement Using the Culture-Centered Approach. Journalism & Mass Communication Quarterly, 94, 286–302.
Brooks, D. E., & Ward, C. J. (2007). Assessing Students’ Engagement with Pedagogies of Diversity. Journalism & Mass Communication Educator, 62(3), 244–262.
Burns, S. (2016). Diversity and Journalism Pedagogy: Exploring News Media Representation of Disability. Journalism & Mass Communication Educator, 71(2), 220–230.
Clark, L. S. (2013). Cultivating the media activist: How critical media literacy and critical service learning can reform journalism education. Journalism, 14(7), 885–903.
Davis, S., & Hatcher, J. (2005). Reporting Out of the Comfort Zone. American Journalism Review, 27(6), 64.
Deuze, M. (2001). Journalism education and multiculturalism: Enhancing the curriculum. Asia Pacific Media Educator, 1(10), 127–147.
Deuze, M. (2006). Multicultural Journalism Education in the Netherlands: A Case Study. Journalism & Mass Communication Educator, 60(4), 390–401.
Dodd, A., Pasandaran, C. C., Green, S., Octavianto, A. W., & Mardjianto, F. X. L. D. (2017). Proyek Sepaham: An Experiment in Cross-cultural and Collaborative Journalism Education. Asia Pacific Media Educator, 27, 67–84.
Endres, K. L., & Lueck, T. L. (1998). A new instrument to measure diversity in the curriculum. Journalism & Mass Communication Educator, 53(1), 85–94.
Hess, K., & Waller, L. (2010). Teaching journalism students and regional reporters how to work with cultural diversity. Asia Pacific Media Educator, 1(20), 137–152.
Hess, K., & Waller, L. (2011). 1. Packaged good: Responses from Australian journalism educators on the Reporting Diversity Project. Pacific Journalism Review, 17(2), 11–26.
Johnston, M., & Bishop, R. (2012). Noongar Dandjoo: A Work Integrated Learning Case Study. Asia Pacific Media Educator, 22(2), 165–177.
Larrondo, A., & Rivero, D. (2019). A Case Study on the Incorporation of Gender-Awareness into the University Journalism Curriculum in Spain. Gender and Education, 31, 1–14.
Len-Ríos, M. E., & Perry, E. L. (2009). Assessing Cross-cultural Learning and the Effects of Personality and Negative Attitudes on Journalism Students’ Knowledge. Journalism & Mass Communication Educator, 64(3), 273–286.
North, L. (2015). The Currency of Gender: Student and Institutional Responses to the First Gender Unit in an Australian Journalism Program. Journalism & Mass Communication Educator, 70(2), 174–186.
Robinson, S. (2017). Teaching Journalism for Better Community. Journalism & Mass Communication Quarterly, 94, 303–317.
Stewart, H., Williams, M., Cullen, T., Johnston, M., Phillips, G., Mulligan, P., … Meadows, M. (2012). Teaching Journalism Students How to Tell Indigenous Stories in an Informed Way A Work Integrated Learning Approach. Asia Pacific Media Educator, 22(1), 55–67.
"Teaching is the heart of good journalism/mass communication programs, and diversity is the heart of good teaching. Good ideas contribute to good teaching, and good ideas are better if they’re shared. That’s why the Forum on Media Diversity developed this web page on media diversity syllabi." (Media Diversity Forum)
"The Curriculum Modules aim to provide journalism trainers in universities and industry with realistic scenarios to assist in increasing cultural awareness amongst reporters and to improve reporting practice in story selection and the treatment of material involving people from diverse ethnic communities. The resources were developed by Lynette Sheridan-Burns of the University of Western Sydney."