Master of Arts in Media, Peace and Conflict Studies Curriculum Development Francesca Namatovu Journalism Ethics and Peace Building July 2012 Abstract This curriculum addresses how journalism ethics contributes to peace and how a lack of ethics may impede peace building. Its focus is on peace journalism and those initiatives within peace journalism that enhance advanced, better and accurate journalism in reporting war and peace. Research on the ground shows that journalism is losing its ethical face especially in reporting events that manifest conflicts. This has been a big manifestation in developing countries that still experience a continuum in the development systems, a shift in the media system and post conflict reconstructions. There has been enough literature to explain the role that peace journalism has played to address this challenge in order to advance peace building. In addition, new and non-traditional methods of journalism like crowd mapping and citizen journalism have been developed to back up peace journalism initiatives and peace building. To address the above challenge, this curriculum asks: Which theories and models are there to explain for the role of journalism ethics in peace building especially in conflict-affected societies like Africa or any other society faced with conflict? Secondly, what can be done for journalism to acquire a new meaning for peace building? Peace Journalism in this curriculum contributes to a solution; that journalism that is not conflict sensitive makes violence and conflict part and parcel of the society. The other solution that may help address the challenge is the idea of addressing and reporting issues about the whole ordinary community, their needs, and keeping the grassroots involved in constructive development (from the development media theory).Worth noting is the fact that new media has contributed to redefining who a journalist is and a change in their role of gatekeepers of information, by allowing citizen participation in publishing and an encouragement in the new forms of journalism that are more interactive and urgent. It is here that peace journalism seeks to challenge conventional journalism by working actively for peace through the media. This curriculum is submitted in partial fulfillment of the requirements for the degree of Master of Arts in Media, Peace and Conflict Studies.
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Master of Arts in Media, Peace and Conflict Studies
Curriculum Development
Francesca Namatovu
Journalism Ethics and Peace Building
July 2012
Abstract
This curriculum addresses how journalism ethics contributes to peace and how a lack of ethics may impede peace building. Its focus is on peace journalism and those initiatives within peace journalism that enhance advanced, better and accurate journalism in reporting war and peace. Research on the ground shows that journalism is losing its ethical face especially in reporting events that manifest conflicts. This has been a big manifestation in developing countries that still experience a continuum in the development systems, a shift in the media system and post conflict reconstructions. There has been enough literature to explain the role that peace journalism has played to address this challenge in order to advance peace building. In addition, new and non-traditional methods of journalism like crowd mapping and citizen journalism have been developed to back up peace journalism initiatives and peace building. To address the above challenge, this curriculum asks: Which theories and models are there to explain for the role of journalism ethics in peace building especially in conflict-affected societies like Africa or any other society faced with conflict? Secondly, what can be done for journalism to acquire a new meaning for peace building? Peace Journalism in this curriculum contributes to a solution; that journalism that is not conflict sensitive makes violence and conflict part and parcel of the society. The other solution that may help address the challenge is the idea of addressing and reporting issues about the whole ordinary community, their needs, and keeping the grassroots involved in constructive development (from the development media theory).Worth noting is the fact that new media has contributed to redefining who a journalist is and a change in their role of gatekeepers of information, by allowing citizen participation in publishing and an encouragement in the new forms of journalism that are more interactive and urgent. It is here that peace journalism seeks to challenge conventional journalism by working actively for peace through the media.
This curriculum is submitted in partial fulfillment of the requirements for the degree of
Master of Arts in Media, Peace and Conflict Studies.
i
DECLARATION OF ACADEMIC HONESTY
ii
Permission for use of the curriculum
iii
Acknowledgments
I owe thanks to God for bringing me thus far.
Thanks to my supervisor, Professor Julia Hoffmann, for her supervision of this second curriculum
and her untiring effort to see me finish it. I will always be thankful professor.
Without Uganda Martyrs University giving me a chance to have this opportunity, I would not have
had this degree. I acknowledge the support of Dr. Ngabirano Maximiano and the Department Staff
for their advice and encouragement.
My utmost thanks go to the Dutch government and all the people of the Netherlands who funded
the Great Lakes Programme, of which I am a beneficiary. It has been a unique experience.
Thanks to the dearest and untiring GLP administration, both UPEACE (Costa Rica) and UPEACE
(Africa) Programmes. You surely made my learning process a success. To my fellow GLP colleagues
with whom I begun the journey, and all my classmates in Media, Peace and Conflict studies
programme, you shared your knowledge and wisdom. I am very thankful. I can’t forget the editor
for the job done. Thanks Tara Ruttenberg.
iv
Dedication
I dedicate this curriculum to my dad, Mr. Henry Balibulala Mbogo, the GLP Program and Uganda
Martyrs University.
i
TABLE OF CONTENTS
DECLARATION OF ACADEMIC HONESTY ........................................................................................................ i
Permission for use of the curriculum .............................................................................................................. ii
Acknowledgments ......................................................................................................................................... iii
Dedication .................................................................................................................................................... iv
CHAPTER ONE (RATIONALE OR FRAMEWORK) ............................................................................................... 1
(c). Main Goal: ........................................................................................................................................... 7
(d). General Objectives: .............................................................................................................................. 7
Visit the school-UMCAT ............................................................................................................................. 81
(International Principles of Professional Ethics in Journalism) ................................................................................... 92
Principle IV: The journalist's professional integrity ............................................................................... 92
Principle V: Public access and participation .......................................................................................... 92
v
Principle VI: Respect for privacy and human dignity ............................................................................ 92
Principle VII: Respect for public interest .............................................................................................. 92
Principle VIII: Respect for universal values and diversity of cultures .................................................... 93
Principle IX: Elimination of war and other great evils confronting humanity ........................................ 93
Principle X: Promotion of a new world information and communication order ................................... 93
1
CHAPTER ONE (RATIONALE OR FRAMEWORK)
(a). Introduction:
For media, good code of conduct makes journalism and news; ethical and realistic and contributes
for a peaceful society. Good journalism is based on Key ethical issues such as truth, objectivity,
sensitivity, privacy, social responsibility, media laws, and democratic principles. Debate on the
above issues; has invoked concerns about roles and responsibilities of journalism; which have
become an increasingly important aspect everywhere. This is because media occupies a special
position in any democratic society as it impacts, directly or indirectly on a large number of its people.
The importance of journalism ethics becomes more pronounced as news reporting gets driven more
and more by the free market where people are exposed to television news, radio broadcasting,
newspaper articles and the new digital media; therefore leading to a decline in the traditional
professional ways of journalism and giving rise to active participation of the citizens in news making
This implies that as digital media comes into play on the side of journalists as well as reporters and
editors, there isa correlation with expanding freedoms through social media for citizens journalism
while new avenues for news reporting change face, and the area of media scope grows big. The
reason for this is that citizens everywhere have become acquainted with media production which
goes hand in hand with low costs because of access of new forms of technology; and yet profit
making; calling for the question of ethics here. All these ways of citizen participation lead to
collective contributions (citizen democracy). At the same time, Citizen Journalism challenges
conventional journalism and makes it too slow to satisfy citizens’ needs; yet citizen journalism does.
Citizen journalism provides news to citizens which undermines journalists’ role to provide news,
which has led to loss of meaning for professional journalism (Lewis, 2010).
Journalism with ethics and of ethics contributes a lot to a just and fair society that leads to peace and
stability especially. “A responsible ethic is needed in a world where news media will bring together a
plurality of different religions, traditions and ethnic groups and cultures” (Indeje, 2012, n.p.). The
question is; which role will journalism ethics play in the new media and the globalised world? Only
the future can tell.
2
(i). International:
At the international level, advent of new media in the era of globalization, is a great contributing
factor for the changes in journalism reporting of current events and a distortion of old original ways
of reporting. This has caused journalists around the world a kind of fast and instant reporting which
is characterized by unethical reporting. Ochieng (2007) explains that journalists for example who
cover conflicts, sometimes lack objectivity and do not give the truth about what has happened since
they are never at the scene of the conflict. For example, the genocide in Rwanda saw a continuous
hunting for journalists because the media had contributed to the incitement of the genocide.
Because of this, many journalists were afraid to be present at the scene of the genocide and others
hid for their lives. Journalists outside other countries would report the conflict from outside Rwanda
and this would not give the exact kind of happenings in Rwanda. This has caused new thinking in
journalism through enhancing global journalism ethics to guide the conduct of journalists
throughout the world. Global journalism ethics argues for a new system of ethics in journalism that
will take into account its global reach and impact. It aims at reshapingthe aims and principles of
journalism such as; reporting the truth, avoiding bias, distinguishing news from opinion, serving the
public and others. Global journalism ethics also provides for a system of knowledge for news
reporting amidst technological advancement where stories and ethics; do not match; and a way that
leads to peace building efforts (Ward, 2012).While there exists a global journalistic ethics, there on
the other hand is an existing global movement of scholars who write on the subject, journals, and
books on global journalistic ethics that contribute to peace building efforts. They include scholars
like Cooper, Christians, Plude, White & Thomas (1989); Black & Barney (2002); Ward and
Wasserman (2008) and others.
Meetings and seminars that support the ethics of journalism have been organized in all parts of the
world since 1978 under the auspices of UNESCO. In these meetings, they discuss international
declarations of new media principles such as development of an international approach to the study
of media communication and journalism (Ethic Net, 1983). Many initiatives have been advanced in
the area of media communication and journalism but the most outstanding ones have involved the
need to restructure media system. There was a consensus on the need to establish a set of principles
which would guide proper dissemination of information throughout the world and the first attempt
3
was in 2003 when the United Nations held two meetings at the movement of the “World Summit
on the Information Society”. It was held in Geneva and 175 countries participated in coming up
with a plan of action and having new principles. In order to see this work, another summit in
Tunisia, 2005 called for implementation of the 2003 Geneva principles. The biggest concern to be
discussed during this summit was the issue of “growth of new online media and the “digital divide”
that exists between the Global North and South” (Ward, 2012, n.p.). These attempts have had their
own criticisms as they range from scope, norms, and ethics that include economics, politics and
technology (Ward, 2012).These help journalists from anywhere in the world to work within the
framework of these new principle and adhere to this command from UNESCO; which becomes
part and parcel of the democratization process of information and communication both at the
national and international basis, for the purpose of bringing about a peaceful coexistence among
nations and respect of their cultures. It is here that the journalists’ duty or role becomes a priority to
promoting a democratized society within the information age by safeguarding peace and promoting
this peace. This is the picture of what new media in the global world should do as values are
compared to suit the aim of peace building (Ward, 2008).
(ii). Regional:
Media in East Africa has been bent to private growth with the increase in radio and television
stations in the past 15 years since liberalization of the sector began. This has led to dominance of
private control as a whole and led to high consumers’ choice even amidst complaints in the content
of the news. Butegwa (2006) thinks that the lesson for this is that growth in private media should be
followed by an increased investment by those in control, towards journalism trainings, and emphasis
on journalism ethics. Another lesson she thinks is that the more resources like human resources are
invested into the media, the higher the quality of journalism while low and poor resources,contribute
to poor journalism and a low output leading to poor quality. It is important that journalists have the
necessary training through which to build knowledge and experience of the facts about journalism
and what it means to be a journalist in order to respond to issues like an increased number of citizen
participation in new making because of poor quality in journalism. Therefore, good investment into
journalism will always lead to good quality of journalism and a higher citizen demand for the news
(Mshindi, n.d, as cited in Butegwa, 2006).
4
(iii). Country:
Butegwa (2006) contends that Media in Uganda has grown tremendously with the commercialization
of radio stations and; a monopoly of one company sponsoring the news broadcast on a national
station for many days, thus compromising the product. The result of this monopoly is seen in how
private ownership becomes a basis for unfair distribution of information to the public through
biased information, and the aspect of commercialization of news. These have resulted into
importing of media like music on FM stations into the country and the other result is dominance of
religious programmes. For example, Uganda has had a number of newspapers, magazines, radios
and others that have been opened by individuals, the government or even some big enterprises.
When the missionaries came to Uganda, they owned magazines, newsletters and Notes; they were
published by the church Missionary Society in 1900 and became providers of information that time:
CMS also published the Luganda monthly religious newsletter Ebifa mu Buganda beginning in
1907, and in 1934 renamed the publication Ebifa mu Uganda. This Publication was redesigned
into a bi-monthly journal in 1956, and again in the late 1950s into an English-language
church newspaper under the title New Day. Similarly, in 1911, the Roman Catholic Munno
was published as a monthly religious newsletter. While primarily a religious publication, in
themid-1950s, Munno began to take interest in and comment on current political
developments. Munno remained in circulation until 1976 when Idi Amin banned its
publication (Ssewanyana, 2007, p.9).
The Kingdom of Buganda was very influential in ownership of the Uganda herald published in 1912,
yet even other kingdoms later produced their own radio stations that broadcasted in both their local
languages and English. Majority people got so much interested in the Uganda Herald newspaper
which also the western community read so much. The more it got famous, the more it was censored
and restricted it has started talking about the political aspects of the society. Some of these
publications were done in local languages and others in English. Before independence in 1962, there
were a lot of restrictions put on media. At the regime of Museveni, people were given more freedom
to express themselves but at the same time restrictions acted as a guideline for the conduct of the
5
people on radio stations, televisions and in newspapers. And because there has been ownership of
media into private hands, there has not been any serious demarcation and expectations on what
private owners ought to do and what not to do. Media in Uganda has been as portrayed as
redundant and only providing for music and religion. However today, freedom of expression is
enshrined in the 1995 Constitution but it is subject to statutory and regulatory restrictions as well as
regular government sanction attacks and interference. These sanctions have come in form of
Electronic Media Act (36), passed in 1996, In 1997 Uganda Communications Act (37) by the
parliament, in 2005, Media Centre by the government of Uganda, in 2006, under Museveni
established the new Ministry of Information and National Guidance.
The government of Uganda under Museveni has a broad regulatory framework for this freedom of
expression. For example, The Press and Journalist Act of 1995(35) established the Media Council as
well as the National Institute of Journalists of Uganda (NIJU), and it’s the responsibility of the
Media Council to regulate the conduct of journalists and their standards. The other role that the
media council pays is to check any differences between the government, the public and the media in
terms of information irregularities and also to censor all information that is to go to the public. In
the same way, the National Institute of Journalists of Uganda, launched in 1997, was established to
maintain the professional standards for journalists. One of the standards that are expected is that
journalists have to obtain a university degree and this has been met even though with criticisms
(Sewanyana, 2007).The other concern is that, people have resorted to a buyers’ market for news
where journalists earn less than 1 dollar for a news story. This has created meaningless and unethical
survival ways on the side of the journalists that neither satisfies the journalists nor the public;
bringing the whole journalism profession to stake and a result of poor product of the news
(Butegwa, 2006, pp. 12-14.)
Efforts have been done in addressing the problem. For example OHCHR with the Uganda Human
Rights Commission discussed about this issue of journalism losing quality and poor content of news;
where they addressed ways on how to rectify it and produced a DVD on this problem. In a
statement released to celebrate World Press Freedom Day, the Office encouraged the Government
and Parliament of Uganda “to take all necessary steps to protect the right to information, “critical
for building a professional, free and independent media” (UNHR, 2010, n.p.)
6
(iv). Local:
Uganda Martyrs University in particular the Department of Good Governance and Peace Studies; is
envisioned as teaching and promoting ethics in every aspect. This explains why every course taken in
the university has an element of ethics; and this applies to students who graduate in the university
and go to live in communities and in society in general. As a consequence, this Master’s Degree
course, titled “Journalism Ethics and Peace Building”, will be introduced at Uganda Martyrs
University in the department, in order to engage students in explaining, exploring, describing and
analyzing the role of journalism ethics and be able to apply ethical and responsible reporting that
helps in lasting peace.
(b).Course description:
This course seeks to deepen understanding on the role that journalism ethics plays in peace building
and conflicts. Questions addressed in this course include how can journalists contribute to peace
building initiatives? How can the two studies on media and peace building work together to bring
about peace? Through methods like presentations, visiting a school of journalism, and writing a
project, on development journalism, students will be able to identify answers to the topic of
journalism ethics and its role in peace building (peace journalism); they will be able to explore issues
and apply these issue and ideas into their own local journalism settings. The course is aimed at
exploring those initiatives within peace journalism and some non-traditional initiatives of journalism
that have not been given enough exploration. Initiatives such as International Media Support
Conflict Sensitive Journalism and non-traditional journalism initiatives like citizen journalism have
the potential to contribute to peace building. Issues such as ethical concerns in journalism, framing
in media, are essential for peace building while practicing journalism. The design of the course aims
to target local journalism within developing countries and promoting development journalism which
addresses reporting about grassroots problems that cause conflicts in a society; and using a kind of
conflict sensitive approach to peace building. The course may be of particular interest to students of
sustainable peace and conflict management and students of Development Studies and Ethics.
7
(c). Main Goal:
The main goal of this course is to find out how journalism ethics can contribute to peace building
and also how the lack of ethics sustains conflicts in societies, therefore, a need to find the link
between journalism ethics and peace building. Secondly, the other goal would be to find ways of
addressing journalism challenges within the media system that impede peace building.
(i). Significance:
Through transformative teaching methods, significance will be seen in enhancing knowledge and
awareness in the field within the global, regional and national contexts of students’ respective
countries. This course will also be significant for human resource development in the field of
journalism and also a firm foundation for the students in other related fields, as well. Students will
be in a position to have space for critical engagement and discuss the roots, purposes, aims and
applicability of different existing journalism ethics models and their relevance to peace building.
(ii). Relevance:
This course is relevant for students’ preparation for their own personal conduct that can apply to
their professions and the dilemmas that accompany their professions. Reason for this is because
ethics is sometimes overlooked and not given attention.
(d). General Objectives:
Students will show an understanding of the principles and ethics of accepted journalistic
practice, and how the ethics helps in the practice of peace journalism. This will be
demonstrated through the presentation they will do in class and the final project.
To analyze and engage in discussions of journalism role in conflict and peace building
process.
An analysis of the critic of peace journalism and what different scholars say about this.
Students will think of the different initiatives within peace journalism
The role that the development media theory plays in peace building will also be tackled. This
will lead to looking at this theory within local journalism especially in developing countries.
Students at the climax of the course will engage in writing projects on peace journalism
material. These will teach them how to write and differentiate between peace journalism
writings from the traditional journalistic writing.
8
(e). Intended Learning Outcomes:
By the end of the whole course
Students will have an understanding of the principles and ethics of accepted journalistic
practice,
How ethics helps in the practice of peace journalism.
They will have a picture on the journalism role in conflict and peace building process.
Students will have the knowledge to establish the link between peace journalism and peace
building.
They will begin to apply the knowledge acquired in class into their own local journalism
setting.
They will be able to present their written projects from this course
9
(f).Contents:
Session Topic Required/Recommended Readings
Session
1
INTRODUCTION OF THE
COURSE JOURNALISM ETHICS
AND PEACE BUILDING.
Definition of the terms Journalism Ethics and Peace Building
Introduction to Mass Communication Theories and Critique
Watching the documentary ‘Little Alien’ for the purpose of engaging students in the discussion on ethical and unethical journalism
Required:
Ward, S. (2008). Global Journalism Ethics : Widening the Conceptual Base, 1(1) 139-141.Retrieved on July 5, 2012 from http://www.gmj.uottawa.ca/0801/inaugural_ward.pdf
Gunaratne, S (1996). Social Responsibility Theory Revisited: A Comparative Study of Public Journalism and Developmental Journalism. Minnesota: Moorhead State University.
Recommended
Biersteker, T. (2007). Prospects for the UN Peace building Commission. Human Rights, retrieved on July 5, 2012 from http://unidir.org/pdf/articles/pdf-art2630.pdf
Kusturica, N. (2009). Little Alien Film. Journeyman Pictures. Vienna. Retrieved July 15 2012 from http://www.youtube.com/watch?v=iNSvTboiI2w&feature=related
Session 2 JOURNALISM AND COVERAGE
OF CONFLICT
War Journalism Theory (Reporting News)
Mainstream Media and Coverage of Conflicts
Western Media Coverage of Conflict of South (Framing)
Required
Hawkins, V. (2011). Media Selectivity and The Other Side of the CNN Effect: The Consequences of Not Paying Attention to Conflict. Media, War and Conflict, 4(1), 55-68. Retrieved on June 26, 2012 from http://mwc.sagepub.com/content/4/1/55.abstract
Ituma, M. (2010). Media Framing of Conflict and Militarization of Aid in Africa: The Case of Somalia. Retrieved on June 29, 2012 from http://www.internationalpeaceandconflict.org/profiles/blogs/media-framing-of-conflict-and
Michira, J. (2002). The Images of Africa in Western Media. Retrieved June 29, 2012 from. http://www.teachingliterature.org/teachingliterature/pdf/multi/images_of_africa_michira.pdf
Recommended:
Bratic, V. & schirch, L. (2007). Why and When to Use the Media for Conflict Prevention and Peace building. Prevention. European Centre for Conflict Prevention pp. 5-20. Retrieved on June 30, 2012 from http://www.sfcg.org/articles/media_for_conflict_prevention.pdf
Session 3 THE ROLE OF JOURNALISM IN
PEACE AND CONFLICTS
Relevance of Wolfsfeld theory
The Influence of Media in Peace and Conflicts
Peace Journalism Model
Required
Wolfsfeld, G. (2007). The Role of the News
Media in Conflict and Peace : Towards a More General Theory. Department of Political Science Department of Communication. The Hebrew University of Jerusalem.
Aho, M. (2004). Media’s Role in Peace building; George a Thesis Presented in Partial Completion of the Requirements of The Certificate-of-Training in United Nations Peace Support operations, Mason University, Pp. 27-42. Retrieved on June 30, from http://media.peaceopstraining.org/theses/aho.pdf
Peleg, S. (2006). Peace Journalism Through the Lense of Conflict Theory: Analysis and Practice, 5(2), pp.1-17. Retrieved on June 30, from http://cco.regeneronline.de/2006_2/pdf/peleg.pdf
Peleg, S. (2007). Samuel Peleg In defense of peace journalism: A rejoinder. Writing,6(2), 1-9. Retrieved July 1, 2012 from http://www.cco.regener-online.de/2007_2/pdf/peleg.pdf
Session 4 IS PEACE JOURNALISM A
SOLUTION FOR PEACE
BUILDING?
Overview of Peace Journalism
Peace Journalism and Peace Building
Is Peace Building a solution for Peace building? (Criticism)
Required:
Lynch, J. (2007). Peace Journalism and its Discontents, 6(2), 1-13. Retrieved on July 1, 2012 from http://www.cco.regener-online.de/2007_2/pdf/lynch.pdf
Odero, M. (2010). What is Peace Journalism; World Association of Christian Communicators Seminar, Dar-es-Salam. Retrieved on July 2, 2012 from http://africa.waccglobal.org/what%20is%20peace%20journalism_.pdf
Recommended
Sagaral, L (2007)Engendering Peace Journalism (1).A Presentation at the 3rd “Women Making Air Waves of Peace”. NDFCAI-WED Training Center. Cotabato City
Nathalie, H. (2011). Political Posturing and the Need for Peace Journalism in South Africa: The case of Julius Malema. 41-55. Retrieved July 2, 2012 from http://citation.allacademic.com/meta/p_mla_apa_research_citation/5/0/0/5/5/p500553_index.html?phpsessid=c03670d95504b581b726a7e112fdb1a1
Arsenault, A., Powers, S., Putzel, J., Zwan, J. V. D., & States, C. (2011). IMS | Conflict Sensitive Journalism: Moving Towards a Holistic Framework 1. Communications, (January), 1-9.
Recommended:
Youngblood, S. (2010). Peace/Conflict Sensitive Journalism Insights. Retrieved July 3, 2012 from http://stevenyoungblood.blogspot.com/2012/06/military-journalists-set-aside.html
Lee, S. (2010). Peace Journalism: Principles and Structural Limitations in the News Coverage of Three Conflicts. Journal of Mass Communication and Society, Issue (13) 4. Pp.361-384.
The underlying ideological assumptions about journalists’ training
Journalist Training as Western Oriented. What is the future for Journalism especially for local Journalism?
Required:
Murphy, S. &Scotton, J. (1987). Dependency and Journalism Education in Africa Are There Alternative Models. Africa Media Review, 1(3), African Council on Communication Education. pp.11-35. Retrieved July 3, 2012 from http://archive.lib.msu.edu/DMC/African%20Journals/pdfs/africa%20media%20review/vol1no3/jamr001003003.pdf
Banda, F. (2008). The Interpretation of Conflict: Can Journalists Go Further? The case of Linking The teaching and Training of Journalists to Constructing a Peace-building Role in the World. Retrieved on July 4, 2012 from http://www.rjr.ru.ac.za/rjrpdf/rjr_no28/interpretation_of_conflict.pdf
Becker, L. & Lowrey, W. (2000). Independent
Journalism Training Initiatives : Their Impact on Journalists and Journalism Education, James M. Cox Jr. Center for International Mass Communication Training and Research College of Journalism and Mass Communication University of Georgia. Pp.2-28. Retrieve on July 3, 2012, from http://www.grady.uga.edu/coxcenter/Activities/Act_2000_to_2001/Materials00-01/iamcr2001.pdf
Session 7 NEW MEDIA AND PEACE
BUILDING
Impact of New Media
Required
Nishikura, M. (2008).Thesis Summary: How New Media Contributes to Peacebuilding. New Media Technology: The Next Platform in Peace building. Retrieved July 5, 2012 from
Hermida, A. (2010). Rethinking the Role of the Journalist in the Participatory Age. University of British Columbia. Retrieved July 6, 2012 from http://www.pbs.org/mediashift/2010/07/rethinking-the-role-of-the-journalist-in-the-participatory-age190.html
Recommended:
Eli, (2007). Things You Should Know About Citizen Journalism. Scenario. Educause Learning initiative. Retrieved July 2 2012 from http://net.educause.edu/ir/library/pdf/ELI7031.pdf
Glaser, M. (2006). Your Guide to Citizen Journalism. Media Shift. Retrieved July 2 2012 from http://www.pbs.org/mediashift/2006/09/your-guide-to-citizen-journalism270.html
Session 8 GUEST SPEAKER FOR A DAY No required readings, besides those of the course that the students should use, quote.
Session 9 VISIT TO A SCHOOL OF
JOURNALISM FOR 2 DAYS
No required readings, besides those of the course that the students should use, quote
Session
10
WRITING A PROJECT ON
DEVELOPMENT JOURNALISM
No required readings, besides those of the course that the students should use, quote
The course will employ a transformative pedagogical approach. This is student-engagement into
their learning process. Methods that will boost students’ involvement will include; group
presentations because such groups help students to understand themselves better; their strength and
weaknesses and to support each other, student facilitation will enable empowerment and
communication skills, research on the different topics, student-led discussions, teacher-led
discussions, and plenary discussions.
(i). Strategies:
The above mentioned methods will help throughout this course. The facilitator will journey with the
students throughout the course with the aim of interaction, empowerment and enabling an
atmosphere of appropriate learning. The following methods will be used.
Group discussions and presentations: students will be given a chance to make their own groups
or the facilitator may choose to do it. Questions or topics or scenarios or articles etcetera will be
given to be discussed to the whole class according to the teacher’s arrangement. A mixture of both
sexes will enable balance and sharing. The group sizes will depend on the number of students taking
the course. Each group will decide on which way to do their presentation (creativity); following the
facilitator’s instructions. The facilitator will see to it that students do their best.
Power point presentations: power point presentations may help the facilitator in lecturing, or
reference additions to compliment the lecture. Slides will be provided to the students for further
comprehension of what was taught. This helps them to follow up the lecture.
Student-led discussions: These will be discussions facilitated by a student or group of students.
These arise from the insights from class or outside class or within their groups.
Research: Research is emphasized as part of students learning in Uganda Martyrs University. This is
because students are encouraged to practice it even in their class work. This is done also through
giving a certain percentage of work to students and the other percentage be researched by students.
This widens their knowledge arenas. Students will be provided a question or topic on which to
16
research, and they will have to present to the class their findings; they will facilitate plenary
discussions on the same topics.
Teacher-led discussions: The teacher will engage students in a discussion on certain issues about
the course. This will help get the students’ knowledge level on these issues. Movies may be
presented, case studies employed or something else that can involve the students’ discussion vividly.
Question and answer sessions: The students and the facilitator will ask and answer questions
related to the day’s topic of discussion.
Debriefing: Students will give a recap of the course from the previous session. This helps students
at the end of the day to follow up the course outline.
(ii). Resources:
The resources that will be used during the course will include: handouts, articles related to the
course, movies, books and chapters from books, films/clips, recommended websites, media and
memory publications, reports in line with this course topic, articles from journals and internet.
(h). Evaluation:
Participation in making an outline for the course: At the beginning of the course, the facilitator
will seek the students’ views on what ought to be in the outline even if the facilitator already has one.
This will be answered anonymously. Answers contributed will be used in the new course outline
content that the facilitator will have ignored or forgotten; to direct the kind of pedagogical approach
that may suite the students’ concerns.
Take away: The students will be asked on a daily basis, at the end of each day, to say what they will
take from of the day’s class. The facilitator will be able to have an overview of what students
understood and what they did not understand clearly through omitted aspects in the “take away.”
An alternative to this will be to know from the students what they liked or what they want changed
in the course.
17
Discussion: The other method of evaluation that the facilitator will use, will be based on the active
involvement of the students in contributing to the richness (content-wise) of discussions by the
students, and how easily students are able to talk about a specific topic. This will depend on the
facilitator’s creativity in making students take an active role in class.
Question and answer sessions: students and facilitator will engage in question and answer
sessions. The readings and class lectures will make clear to the teacher how well and how much
students have understood.
Evaluation triangle: This is a triangle where the top part means that someone clearly understood
the content, and the base means that someone has actually not understood anything from the course
content. Students will be asked to indicate where they feel they fit regarding understanding of the
course content. This triangle also evaluates the teacher’s ability to deliver or finding ways to help
those who are at the base so that they get to the top.
Debriefing: the students will give a brief report of the previous class. This will be used to tell what
the students understood.
Short notes or summary: students may at times be asked to write short notes or summarize about
their understanding from a session (200-300 words). These short notes will be used by the teacher to
tell how students conceive about the topics.
The evaluation serves to inform the facilitator about the students’ performance, students’ strength
and a prioritized need for developing the strength of a student. The final evaluation is an assessment
of candidate performance on skill areas.
18
(i). Bibliography
.eeble, R. (2001). Ethics For Journalists. London New York: Routledge.
Lynch, J. & Galtung, J. (2010). Reporting Conflict: the Low Road and High Road. In Reporting Conflict: New Directions in Peace Journalism. University of Queensland Press.
Lynch, J. & McGoldrick, A. (2010). A Global Standard for Reporting Conflict and Peace. In R.L. Keeble, J. Tulloch & F. Zollmann (Eds.), Peace Journalism, War and Conflict Resolution. New York: Peter Lang.
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CHAPTER TWO (ADMINISTRATIVE)
a). Specific Course Title: Journalism Ethics and Peace Building
(b). Course Code: Will be assigned by the university (Uganda Martyrs University) in particular by
the Department of Good Governance and Peace Studies.
(c). Prerequisites: Accredited Master’s Degree and Under-Graduate level.
(d). Course Strength: The Course will run throughout the semester with a three-hour session each
week.
(e). Credits:3 credits
(f). Course meeting times and place: The venue for sessions will be one of the lecture rooms and
that will be decided by the management of the university and the department much later.
(g). Intended Participants: It will apply to media practitioners, journalists, and those who work in
media organizations.
(h). Where the course fits within the general programmed of studies (at the Department and
Programmed levels):
The course is designed for students mastering in Sustainable Peace and Conflict Management, in the
Department of Good Governance and Peace Studies, Uganda Martyrs University. There is also hope
of opening a Department of mass Communication and Journalism studies.
(i). Assessment of student performance
Students will be assessed on levels of:
1. Criteria: Group discussions and presentations, engagement in discussions, demonstrated critical
analysis of the concepts on the different topics, ability and willingness to facilitate group discussion
and presentation, simulation, written essays.
2. Tools: Group works and presentation, reflection papers, personal essays of 1500 words that will
be given accordingly, journal keeping and a final project.
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The assessment format is as below:
Class attendance and participation 10%
Individual/group presentation 10%
School Visit Report 20%
Total 40%
Final project 60%
Grand total 100%
(j). Instructor’s biography: The course will be facilitated by Miss Francesca Namatovu. She holds
a Bachelor’s degree in Ethics and Development Studies from Uganda Martyrs University, Uganda.
She has a Masters in Media, Peace and Conflict studies from the University for Peace, a United
Nation’s mandated University, Costa Rica.
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CHAPTER THREE (TEACHER’S MANUAL)
Session one: INTRODUCTION OF THE COURSE JOURNALISM ETHICS AND PEACE BUILDING
1.1. Learning Objectives:
Students will be able to understand the ethical issues within the documentary and relate to
journalism
Students will identify the challenges with journalism today
Students will be able to apply the relevance of this topic to local journalism in Uganda
The course will entail opening the students’ thinking on the introduction of the normative
theories of mass communication that can apply to journalism roles and to peace building.
1.2. Content:
Watching the Documentary-“Little Alien”
The documentary “Little Alien” was produced in 2009 by Kusturica. It explains how “teenagers fled
crisis regions and undertook an extremely dangerous journey to Europe, all alone, hoping for one
thing: to live. After arriving here, they fight to live normal lives, struggling against a system that
demands, they then sacrifice their youth to an uncertain future” (Kusturica, 2009. n.p.). The purpose
of this documentary for the class is to help students learn how to relate what happened in movie
within journalism situation today. In this way, students will be able to explain the ethical dilemmas
within the movie and also find those dilemmas within journalism and then apply that to their
situations. They will at the end of this course, able to deal with dilemmas, to suggest what can really
apply in journalism and what is not possible and create a ground for effective journalism to
contribute to peace building.
Definition of the terms Journalism Ethics and Peace Building
Ethics refers to the rightful conduct which is accompanied with ownership of responsibility and
how this responsibility leads to the best interactions within the environment in which one exists and
works and within the available values and principles. Ethics is reasonableness and a use of a practical
22
judgment about decisions and choices (Ward, 2008). Furthermore, ward believes that there is
difference between Ethics and morals whereby “ethics” from the etymological point of view comes
from the Greek word “ethos” which means “character” and this relates to a level of people who
have good virtues and rightful conduct. Whereas “Morality” comes from “mores” which; implies
customs and values of a specific group or society (Ward, 2008).
Journalism in terms of ethics is described as a type of applied ethics which analyses the act of
journalism, its principles and values to a given situation and their given conditions. It is about tracing
the must do’s for journalists in relation to what news organizations must do in a given society. Some
of the concerns/ problems that ought to be focused on; on the side of journalists include: the limits
of free speech, accuracy and bias, fairness and privacy, the use of graphic images, conflicts of
interest, the representation of minorities, and the role of journalism (Ward, 2008). For journalism,
the code of ethics is seen as “a fair and comprehensive account of events and issues” founded and
presented in truth for “public enlightenment” and serve as a “forerunner of justice” (Edmond, 2005,
p.1). This implies that Journalists have a duty to serve the general public regardless of the political
and economic influences.
The other point to note is the fact professional standards of the journalist prescribe due respect for
the national community, its democratic institutions and public morals which calls for a journalist’s
role in fostering the rights and freedoms for the people and their democratic societies. This can only
best be described in circumstances where there is freedom of expression for journalists and the
people. For societies that practice censorship for journalists, democracy may not be practiced and
this means that journalists will not take into consideration the meaning of democracy. To this end,
there are differences in the code of ethics for journalists in different countries. For example, North?
America has different code of ethics for journalists from the Ugandan code of ethics for journalists
depending on who defines journalism ethics and a difference in the media systems (Edmond, 2005).
Besides those differences in having specific codes of conduct for different countries, there is also a
universal code of conduct for journalists throughout the world that must be followed by journalists
and this acts as an ethical guideline that can be used in meaningful reporting that includes the role
for democratic preferences and a desired democratic space that eliminates all threats of harm and
misconduct which can then lead to processes of peace building. They range from journalists acting
independently, being accountable, seeking truth and minimizing harm as below. As attached the
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Journalists’ code of conduct (Society of Professional Journalists, 2012).See Appendix 1 at the end of
the sessions.
Defining Peace Building
Former UN Secretary-General Boutros-Ghali; defines peace building in this context as an “action to
identify and support structures which will tend to strengthen and solidify peace in order to avoid a
relapse into conflict” Boutros still believes that peace building is defined differently according to
different agencies and argues that when peace building is defined differently, there is a lack of
consensus on peace building effort for many countries. Peace building is built on the assumption
that democracy and the market provide for the people a conducive environment for peace and this
is the liberal meaning of peace building (Biersteker, 2007, p.39.). At this point, journalists become
supporters and active participants in the protection of human rights because it becomes a role
towards their ethical and moral standards in reporting and addressing important topics that
everybody becomes involved. This brings me to the thought that since peace building stands on
grounds of democratic societies, journalism ethics still has a role to play since it also exhibits levels
of democracy and responsibility towards uplifting the rights and freedoms of the people; thus,
making the relationship between journalism ethics and peace building. It is logical enough an
assertion: a reliable, independent and diverse media would inevitably enable democratically-inclined
societies to better resolve conflicts without violence.
Yet the Security Council, (2001) defined peace building in a more technical way as:
The Security Council recognizes that peace building is aimed at preventing the outbreak, the
recurrence or the continuation of armed conflict and therefore encompasses a wide range of
political, developmental, humanitarian and human rights’ programmes and mechanisms. This
requires short and long term actions tailored to address the particular needs of societies
sliding into conflict or emerging from it. These actions should focus on fostering sustainable
institutions and processes in areas such as sustainable development, the eradication of
poverty and inequalities, transparent and accountable governance, promotion of democracy,
respect for human rights and the rule of law and the promotion of a culture of peace and
non-violence. The Security Council further affirms that a comprehensive and integrated
strategy in peace building must involve all the relevant actors in this field, taking into account
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the unique circumstances of each conflict situation. The Council emphasizes that a well-
planned and coordinated peace building strategy can play a significant role in conflict
prevention. In this connection, the Council underlines that international efforts in peace
building must complement and not supplant the essential role of the country concerned(UN
Security Council, 2001, n.p.).
According to the Security Council, (2001), media and journalism is one of the actors in the field of
peace building that plays a vital role especially through the practice of democracy and the rights of
the citizens. This is where conflict sensitive journalism applies as it calls for journalists’ ethical action
in reporting on areas of urgent issues and raises the voice on certain issues that affect the society and
in this way building peace.
Introduction to Mass Communication Theories and Critique
Normative Theories of Mass communication (Social Responsibility Theory)
Normative theories of mass communication include authoritarian, libertarian, social responsibility,
soviet communist and development theory but my focus will be on the social responsibility theory
and development theories. In this context, social responsibility theories explain the social role that a
journalist should have towards the government and the society at large. To me they are the essence
of what the journalist ought to do. The development theories explain the relation that the media and
the media should have to lead to the development of a country and eventually peace. These
normative theories describe the ideal roles and functions of journalism. The assumptions of social
responsibility theory are:
Media should have absolute freedom even from government interruption.
Media should be free to distinguish between truth and falsehood; good and evil
Press should serve as a “watchdog” on the government thereby serving as the fourth
branch/fourth estate of the governmental structure
Media should adhere to strict ethical standards
Respect for the dignity, privacy, rights and well-being of the public encountered when
gathering and disseminating information(Gunaratne, 1996, n.p.).
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Criticisms of the Theory
The theory of social responsibility addresses that media has the absolute freedom from government
intervention and interference. Unfortunately there cannot be absolute freedom otherwise; the given
freedom may be misused. But at the same time, if the media takes over the control and may never be
interfered, then there is prone to be irresponsible action that can cause chaos and conflicts. It is also
not true that the government can fail to intervene even when the media uses hate speech to incite
violence or conflict like a case of Rwanda where the media played a terrifying role in the genocide.
This brings about inadequacy in the theory as well as in practice. The above assumptions are only
true in countries that are developed in the information age. Countries in developing countries still
experience a slow shift in the media sector while others are far advanced such that they are not able
to have freedom to that extent. Countries like the USA have its people’s advocate for freedom in
whatever form and they can easily sue one who limits their freedom to express themselves. For
example, The Arab world is running with the pace of the new media and so the media may be able
to control even the government even when people still struggle to get to the media freedom
platform. Whereas journalists in the developing countries are still prevented by the old ways of
reporting and media which does not help them to function as expected but instead keeps them even
more fearful to do their work of journalism because they fear to report about a certain issue. This
then becomes a limitation to expressing themselves and being truthful which limits the peace
process.
Global journalism ethics emphasizes the fact that there is a consensus that journalists ought to be
objective and truthful while reporting as central values for good journalism. It’s also true that to
some, objectivity is relative according to individuals and the one practicing journalism.
The theory puts a lot of responsibility on media as it gives absolute powers to the media even
without government intervention. The media on its own cannot accomplish much. It needs the help
of other bodies to make media function well. For example, media needs the government for its
political powers for censorship and regulations, media needs the non-government organizations for
democracy and human rights promotion, the media needs the military for protection during wars
and difficult areas, it needs the people and this explains why the journalists themselves come from
the society of the people and an explanation for citizen journalists. Having absolute responsibilities
is unrealistic as it leaves loopholes for media and its functions. For example, the media in Uganda
26
may not be effective in its roles because it is not a strong body to get those absolute powers. What
we ought to know is that media is not just seen as an enterprise like others in the
business sector of any society, but due to its unique nature, society expects a particular role which
media must play in getting rid of social evils, educating people, criticizing government policies and
exposing other wrong doings in a society.
Relevance of this theory to Local Journalism
This theory has been used in cases of application of freedom of expression in most African settings
where the media has become a platform for people to express themselves although at the advent of
the new media, this theory has had both positive and negative connotations in terms of its appraisal
and criticism. According to my understanding, there exist different African media systems in Africa
that explain a different system for a particular country. Although these systems are different, there
exists a kind of struggle to reach the level of other countries especially in terms of freedom of
expression and democracy. There has been a tremendous change in the last decade in the media
system in Africa as some governments have stopped monopolizing the media except for some
countries like Sierra Leone, Liberia, Congo-Kinshasa, Congo-Brazzaville, Somalia. This has given
media the mandate to improve and grow in terms of information communication and educating the
people which has been done through empowerment of the people through speaking about issues
that affect their societies and encouraging societies that express their rights to expression. In this
case, the radio and television play a powerful role to educate the people. Amidst all these changes,
there still exist challenges like resource scarcity in line of human resource, finance and others. This
has been so in different countries with their differences in media systems (Lucian, n.d.).
For example, Ghana’s media system empowers media as actors and facilitators because it is a
democratic country that allows for promotion of the rights of the people including those in the
media. This is arranged from the top to the bottom from president to the opposition party since
1992, with an independent judiciary with constitutional bodies which include among others the
National media Commission. Worth noting is that the media in Ghana has been in relation with the
politics of the country. In Nigeria on the other side of the coin, there is a struggle for freedom of
expression and also a fight against any censorship options form the government (Lucian, n.d.).
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However, journalists in some countries are so much warned and threatened which limits their role
for democracy and peace building initiatives. A country like Rwanda now does not have a strong
group of journalists since the genocide happenings in Rwanda. Charles Kabonero, a journalist and
Editor of the independent weekly Umuseso newspaper ran from Rwanda into Uganda because his
life was being threatened, for his independent reporting which cannot work within Rwanda’s media
system (Brown, 2009). Some run into exile to other countries and most of them are still afraid to
truly practice their professional ethics and their roles. It is important that government work hand in
hand with the media in fostering media development which leads the nations into development
programs that lead to peace. This leads us to the theory of development in mass communication.
Development Media Theory
This theory was first coined in the 1960’s in the Philippines (Stevenson, 1994, as cited in Gunaratne,
1996). This theory explains that a political journalist’s role is to inform and present to the reader the
findings, interpret these findings and pose relevant conclusions for the audiences while a
development journalist has the role of making sure that these findings are passed on to the audience
and brings meaning to these finding while presenting these findings to the audience to see their
relevance to development and at the same time provokes the audience’s reaction for the findings.
Both the political journalist and the development journalist work hand in hand in bringing
development information to the audience but they differ in the way they do affect the audience. This
aspect of promoting findings entails a journalist showing the readers how important development is
to the whole society and nation and how readers can collaborate to work towards this problem. This
implies that the government and the media played a very significant role towards establishing the
development of a country (Chalkey, 1968, as cited in Gunaratne, 1996). The following differences
between a political journalist and a development journalist explain the importance that each kind of
journalist has to play in the development process. Their differences in the way they present the
findings to the audience; when worked hand in hand, can bring about development. Gayner (2007)
explains in his analysis how the two journalists are different in both developed and developing
countries. For him, political journalism is the same as mainstream journalism.
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Development Journalist Political Journalist
Setting the media agenda for the public
and managing those forces that set the
agenda for themselves as journalists
In the developed world, he has three roles:
adversarial towards established forms of power;
interpreting the world we live in; and
disseminating information (Weaver and
Wilhoit, 1991)
He is concerned with the imbalances in
the global news flow and the need for
Third World perspectives in world news
(Thussu, 1996; Nordenstreng, 1995)
Concerned with news. That’s it.
He or she must also investigate and report
on how that information was arrived at
He is limited to the timely, objective and
accurate reporting of information
Emphasis on “investigating the process
behind the story rather than merely
recording the news itself” (1996:8).
Does not place emphasis on investigating the
process behind the story. Merely records the
news itself
Development is not linearly linked to
news alone. Other media formats and
influences too like entertainment, or
incidences that happen within the society.
Development is news alone
From the above differences, what we ought to know is that a journalist whether political or
development journalist, works for commercial aims-to get money and earn a living and this becomes
a limitation and a roadblock to journalists in developing democratic societies especially in developing
countries. There are many things that may influence a journalist’s role for peace building. It may be
individual influence from the journalist him/herself, may be the routine work in which the journalist
works and he gets used to what he does especially when it does not pay him well and hence leads to
cases where the journalist has to look for an extra job or find ways of increasing his pay or when it
becomes boring because of the same things being done, the organizational structures may also limit
the free flow of a journalist’s ways of functioning and also, extra-media and ideologies-Hierarchy of
influences approach (Reese, 2001, as cited in Gayner, 2007).
29
Development journalism was aimed at addressing the whole ordinary community, their needs, and
keeping the grassroots involved in constructive development (Aggarwal, 1978, as cited in Gunaratne,
1996). Aggarwal still asserts that development media theory is about making reporting relevant of
the development of national and local needs, its implementation and the effect it causes on the
people by government officials. Fair (1988, as cited in Gunaratne, 1996) accepts that the
development media theory is about helping in the peace building initiatives as he says “it is a kind of
news that is related to the primary, secondary and tertiary needs of the country’s population; news
that satisfies the needs of a country’s population and contributes to self-reliance; news that relates to
development or to the social, economic or political problems (Gunaratne, 1996, p.99).
Keita (2011) asserts that development journalism in Africa started way back in the 1960’s and 1970’s.
It was initially for the purpose of reporting development although its objective changed later to
favor of a type of government in power. Take for instance, cases where principles of being true,
being neutral, reporting what is on ground, all no longer apply in some government in Africa. This
means that development journalism here fails because the people within Africa like leaders of
governments influence the development negatively and so failing the system. South Africa at the
same time, believes in the media’s role to foster development and no other (Keita, 2011).I would say
that this theory can best describe how peace building can come about in a kind of development
cycle which involves the participation of the people, their grassroots and their initiatives and the
journalist being the one to bring meaning to these people through reporting what is on ground and
finding meaning of it. (Galtung &Vincent, 1992, pp. 151-165, as cited in Gunaratne, 1996, pp. 99-
101), have what they call a 10 proposal plan that can help journalists in reporting development issues
that can help this development media theory help flourish in peace. They include:
Whenever there is reference to development, make it concrete in terms of human beings
A development oriented mass media should focus not only on the economics but also on
the military, political and cultural aspects
Mere economic data will never do without accompanying dispersion data.
Focus on relations, not only differences, and do so not only within countries, but also
between countries.
A development oriented press would do well to focus on the totality of concrete life
situations
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A development oriented journalism would never forget the dimension of democracy
There is always the possibility of reporting about development, not critically in terms of
problems, but constructively in terms of positive programs.
Allow the “people” to talk
Go one step further and let the people to some extent run the media.
Let people run more of society, and then report on what happens (Gunaratne, 1996, pp.99-
101)
The above proposal is discussed by Johan Galtung the “father” of Peace Research (Gunaratne,
1996).Galtung and Vincent propose this plan as guide for today’s development journalism. Both
believe that the important task of a development journalist is to find out development issues that are
both in developing and developed countries, identify them, investigate them and make them clear
that they lead to development and them bring meaning to the audience by showing them what they
ought to do, leading to opening their minds and creativity and freedoms to participate in this
development. To this point, Galtung and Vincent consent that there is a relationship between
development, democracy and participation which need to be fully discovered and exploited so that
nobody else interferes with the development of a another country to impede its peace building(See
Galtung and Vincent, 1992, pp.151-166).
From the above, peace becomes important for development while development cannot do without
peace. They symbiotically relate with one another. When there are indicators of development, there
will be signs of sustainable peace. The UN report An Agenda for Peacein1992introduced the term
“peace building” and there has been a worldwide acknowledgement of this concept and its
significance and yet steps towards peace building have been taken. At the same time, some steps
taken have not seen for the desired peace. This has continuously prevented further peace. In 2001,
statement on peace building from the Security Council stated that “the quest for peace requires a
comprehensive, concerted and determined approach that addresses the root causes of conflicts,
including their economic and social dimensions. It recognizes that peacemaking, peacekeeping and
peace building are closely interrelated and that peace building is aimed at preventing the outbreak,
recurrence or continuation of armed conflict and therefore encompasses a wide range of political,
developmental, humanitarian and human rights programmes and mechanisms” (Norwegian Ministry
of Foreign Affairs, 2004, p.14). To this point, media and journalism are part of the approaches that
31
can help to address peace building through establishment of all forms that lead to conflict and
chaos.
1.3. Learning outcomes
Students will have the understanding of the ethical issues within the documentary and relate
them to journalism
They will be acquainted on the challenges of journalism in the contemporary world today
and know on how to address this problem.
Through the normative theories, students will be able to find the relevance applicability to
their local situations of journalism towards peace building
1.4. Session Methodology:
Methodology/Strategy Activities Resources
Students will brainstorm on what
they understand by the course
topic.(15 minutes)
Participation from everybody.
More questions are expected
from the students about the
course
Books, pens, laptop for
lecturing
Watching documentary. (little
alien (Nina Kusturica, Austria
2009- 94 min)
Students will watch the
documentary, active listening,
jotting down of the ethical
issues they see.
Students will debrief on the
documentary after watching it.
They will do this by sharing
what they have seen,
highlights and insights.
Questions and discussions will
be characteristic of the session
YouTube, Projector, laptop,
documentary
32
Presentations within groups of 7
students
Students will present on the
missing gap within journalism
(problem of journalism today)
and also share on how
mainstream media works out
the whole process of
journalism. They will also
present on the relevance of
journalism ethics to local
journalism within their
countries.
Groups, note books, pens and
manila charts.
Introductory lecturer on the
theories of mass communication
Lecturer will do the teaching.
Students will also participate
in the lecturing process
through their participation of
asking questions
Projector, laptop, questions
and answers
Take home Students will write each a 1
and a half paged paper on
how they would relate peace
building and development in
their own countries. They
should do this paper without
any reference to other
scholars. It should come from
what they know and have seen
about development and peace
building
33
1.5. Session Evaluation:
This session’s evaluation shall mainly be based on a short questionnaire to students; which the
lecturer will use to find out students’ level of understanding. The questions will come from the area
that students have tackled. Take-away will be part of the evaluation. This is expected to be a highly
academic exercise. Questions and answers will also act as evaluation session.
1.6. Readings:
(i). Required:
Ward, S. (2008). Global Journalism Ethics : Widening the Conceptual Base, 1(1) 139-141.Retrieved
on July 5, 2012 from http://www.gmj.uottawa.ca/0801/inaugural_ward.pdf
Gunaratne, S (1996). Social Responsibility Theory Revisited: A Comparative Study of Public Journalism
and Developmental Journalism. Minnesota: Moorhead State University.
(ii). Recommended
Biersteker, T. (2007). Prospects for the UN Peace building Commission. Human Rights, retrieved on
July 5, 2012 from http://unidir.org/pdf/articles/pdf-art2630.pdf
Kusturica, N. (2009). Little Alien Film.Journeyman Pictures. Vienna. Retrieved July 15 2012
from http://www.youtube.com/watch?v=iNSvTboiI2w&feature=related