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This study uses mixed methods to describe the state of trauma journalism education at journalism programs in the United States. The survey of 623 faculty members from AEJMC-accredited institutions reveals a gap in training that leaves would-be journalists ill-prepared to cover domestic and international violence. An analysis of journalism curricula shows most universities, if they teach trauma journalism at all, do so only in an introductory manner while covering other subjects such as interviewing and personal ethics. Finally, qualitative interviews with journalism faculty and professional journalists who have covered trauma provide further context supporting the need for additional trauma journalism education resources.
In a previous edition of the AJE Journal, Cathy Darby (2012) examined what skills the next generation of professional journalists will need. But not everyone who studies journalism will become a journalist or even want to do so. So what skills do former students who took a course in journalism value about that course in relation to their employability, particularly those in graduate level jobs?
Globalisation and a subsequent increasingly interdependent world are forcing an evolution of current journalism practice. It is argued that new forms of international storytelling must be underpinned by a global ethical approach that shifts the current conceptual framework of foreign correspondence from the nation-state to a new international arena. Human rights journalism is presented as a potential model to facilitate such a shift. This article illustrates the responsibility of journalism education to shape global reporters of the future and sets out a scenario-based approach to teaching and learning that empowers students to reflect both theoretically and practically on calls for a more cosmopolitan journalistic practice.
Despite the expansion of International Journalism (IJ) courses in the UK in recent years, there is no debate on what constitutes the knowledge base for IJ education. This article puts forward the argument that International Relations (IR) provides the most appropriate subject knowledge and understanding for journalism programmes that have an international focus. It argues that journalism educators can draw on the rich insights of IR scholars in building the knowledge base for International Journalism courses. Through a thorough consideration of the links between the academic knowledge of IR and international news reporting, the article has demonstrated that IR plays a very significant role in the education of journalism students and IJ students in particular. A review of existing journalism courses in the UK indicates that there is a greater awareness of the relevance of IR to journalism education. But the current approach is rather fragmented lacking a coherent approach to the integration of IR teaching and international journalism training. This article has advocated an integrative approach to the teaching of IR to journalism students. It provides a detailed discussion of an IR syllabus that has been incorporated into an undergraduate IJ programme. A survey of the students who have recently graduated from such a programme shows that they are appreciative of the value of having a good knowledge of IR in their journalism education.