Through interviews with educators and program directors this thesis examines how the three formal journalism education programs in Denmark educates their students in representing ethnic minorities. With inspiration from Norman Fairclough’s critical discourse analysis (CDA) and his three-dimensional framework a descriptive analysis shows how the educators and program directors experience their education in the subject, the culture within the education site and how they perceive their educational role as an institute in society.
Using Mark Deuze’s mapping of the global journalism education, a theoretical analysis examines how the three education programs balance in a field, that has to both teach a craft and provide theoretical education. Using Teun A. van Dijk’s theoretical framework the analysis also focuses on how prejudice is produced within a majority group and how this can result in a ‘closed’ system. Combining this with Pierre Bourdieu’s view on reproduction in education, society and culture, it is considered how the three journalism education programs manage their education within a system, that is characterized by its homogeneity and its maintaining power.
On the basis of this, the thesis argues if there is a so called ‘changing-discourse’ present across the three education programs, and how to understand the autonomy and relation to the media industry, that they experience. Furthermore it is debated, how a lack of structure of the subject in course descriptions influences the education in practice. The thesis concludes, that a certain amount of ambivalence and (unacknowledged) issues are present between educators and program directors, when it comes to planning and grasp how to educate coming journalists in representing ethnic minorities.
|Uddannelser||Journalistik, (Bachelor/kandidatuddannelse) Kandidat|
- repræsentation i medierne
- etniske minoriteter