Abstract
Inspired by Elizabeth Frazer’s research Talking About Gender, Race and Class, Dutch journalism students participated in discussions that aimed to (1) uncover frames in Dutch news publications and (2) to help students comprehend shared beliefs that might affect their future role as journalists. During the first session of their allocated discussions groups, students performed collaborative analyses of self-chosen texts based on Jan Blommaert’s approach to framing under the supervision of two teacher-researchers. During the second session, students took part in collaborative reflections on fragments of discourse they had produced during the first session; thereby allowing them to elucidate their own and others’ ideological beliefs, and to create a basis for future critically informed journalistic practices. This paper employs Key Incident Analysis and a critical perspective on discourse analysis to analyze audio recordings from the discussions in order to establish how Dutch journalism students interpret and frame the practices and beliefs of other journalists and media. Through this analysis, this paper finds that journalism students wield ‘othering’ when criticizing the field they aspire to work in, employ various discursive techniques to prevent loss of face, and construct media imaginaries to gain understanding of journalistic practices. Together, these findings indicate that the ‘groupness’ that can be produced through the techniques that were described by Frazer might help students to gain a critical and empowering understanding of framing and other journalistic practices on the one hand, but might encourage practical and ideological divides between themselves and their future colleagues on the other hand.
Presenters
Inge BeekmansLecturer and Researcher, Journalism, Fontys University of Applied Sciences, Netherlands Sabrina Van Willigenburg
Lecturer and Researcher, Journalism, Fontys University of Applied Sciences, Netherlands
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Journalism education, Media frames, Key Incident Analysis, Critical Discourse Analysis
