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In the EU, the prevailing academic and scientific thought models, as well as communication processes and journalism, are deeply Eurocentric. Martín Oller Alonso critiques these structural issues, focusing on post-communist Central and Eastern Europe's recent EU members. He argues for a decolonization of knowledge and a journalistic-other approach, blending local sensibilities and collective imaginations. Emphasizing deliberative communication, his study offers fresh media and communication theory perspectives, relevant to professionals and researchers in various fields, addressing the challenges and opportunities in the European Union amidst globalization and cultural integration.
In the EU, the prevailing academic and scientific thought models, as well as communication processes and journalism, are deeply Eurocentric. Martín Oller Alonso critiques these structural issues, focusing on post-communist Central and Eastern Europe's recent EU members. He argues for a decolonization of knowledge and a journalistic-other approach, blending local sensibilities and collective imaginations. Emphasizing deliberative communication, his study offers fresh media and communication theory perspectives, relevant to professionals and researchers in various fields, addressing the challenges and opportunities in the European Union amidst globalization and cultural integration.
Development failures, environmental degradation and social fragmentation can no longer be regarded as side effects of `externalities'. They are the toxic consequences of pretensions that the modern Western view of knowledge is a universal neutral view, applicable to all people at all times. The very word `development' and its cognates `underdevelopment' and `developing' confidently mark the `first' world's as the future of the `third'. This book argues that the linear evolutionary paradigm of development that comes out of modern Western view of knowledge is a contemporary form of colonialism. The authors - covering topics as diverse as the theory of knowledge underlying the work of John Maynard Keynes, what the renowned British geneticist J.B.S. Haldane was looking for when he migrated to India, the knowledge of Mexican and Indian peasants - propose a pluralistic vision and decolonization of knowledge: the replacement of one-way transfers of knowledge and technology by dialogue and mutual learning.
Every two seconds a person is displaced, caught in one of the more than 40 active conflicts around the world that show no sign of ending. Since 1994, there has been ongoing war in the Democratic Republic of Congo, which has uprooted millions of people and resulted in the deaths of millions more. In the West, we have entered a political era where our border policies are underpinned by unending wars. At this critical juncture, how can journalists, especially those engaged in foreign correspondence, tell these stories? How can they make connections across time and space, and across politics, economics, environments, and crucially, people? Given its colonial history, are these connections possible for the profession of foreign correspondence? In Borderland, Chrisanthi Giotis argues that decolonization is possible and necessary for the development of a truly global, public sphere. New global narratives need to meaningfully include the voices, and knowledge, of those with the least power who are caught in resource-fuelled wars. Drawing on insights from postcolonial studies, international relations, development studies, and philosophy, which are brought to life through auto-ethnographic descriptions and analysis of "behind-the-scenes" events, Giotis introduces new reporting techniques for foreign correspondents. Borderland argues that decolonized reporting techniques will help journalists--and their audiences--move beyond the sociohistorical and political myopia that prevents us from communicating and understanding the reality of a complex world.
Knowledge and Decolonial Politics: A Critical Reader offers the perspectives of educators and learners within current developmental settings, highlighting the systemic barriers faced whilst trying to implement decolonial pedagogies and practices. In the hope to challenge the dominance of Western Eurocentric thought in education and international development, the authors of this book offer counter narratives to promote the use of embodied cultural knowledges and histories, along with Indigenous perspectives, in order to subvert Western knowledge systems which are inherently colonial in nature. Changing education as we know it today requires creating spaces in which multiple knowledges can co-exist and benefit from one another. These spaces will ensure the continuity of decolonial practices and shape the intellectual politics of future generations. Contributors are: Olivia Aiello, Nana Bediako-Amoah, Shirleen Datt, George J. Sefa Dei, Chisani Doyle-Wood, Candice Griffith, Mandeep Jajj, Wambui Karanja and Lwanga G. Musisi.
This book provides a compendium of strategies for decolonizing global knowledge orders, research methodology and teaching in the social sciences. The volume presents recent work on epistemological critique informed by postcolonial thought, and outlines strategies for actively decolonizing social science methodology and learning/teaching environments that will be of great utility to IR and other academic fields that examine global order. The volume focuses on the decolonization of intellectual history in the social sciences, followed by contributions on social science methodology and lastly more practical suggestions for educational/didactical approaches in academic teaching. The book is not confined to the classical format of research articles but moves beyond such boundaries by bringing in spoken word and interviews with scholar-activists. Overall this volume enables researchers to practice a reflexive and situated knowledge production more suitable to confronting present-day global predicaments. The perspectives mobilise a constructive critique, but also allow for a reconstruction of methodologies and methods in ways that open up new lenses, new archives of knowledges and reconsider the who, the how and the what of the craft of social science research into global order.
In this literary, co-constructed narrative, two Brazilian scholars explore the spaces “in-between” their biographies and work looking to decolonize scholarship and promote social justice.
This book is the culmination of several years of collaborative work. It is a unique contribution to the field of journalism because of the depth and variety of contributions it makes to the field. The scholars who contribute to this volume respond to the great need to rethink journalism from various perspectives including journalism training, research, the contents of the news media, language, media ethics, the safety of journalists and gender inequities in the news media. In doing this, they recognise how the societies that journalism address should themselves change.
European colonization played a major role in the acquisition, formation, and destruction of different ways of knowing. Recently, many scholars and activists have come to ask: Are there ways in which knowledge might be decolonized? Epistemic Decolonization examines a variety of such projects from a critical and philosophical perspective. The book introduces the unfamiliar reader to the wide variety of approaches to the topic at hand, providing concrete examples along the way. It argues that the predominant contemporary approach to epistemic decolonization leads one into various intractable theoretical and practical problems. The book then closely investigates the political and scientific work of Frantz Fanon and Amílcar Cabral, demonstrating how their philosophical commitments can help lead one out of the practical and theoretical issues faced by the current, predominant orientation, and concludes by forging links between their work and that of some contemporary feminist epistemologists.
This book explains what it means to teach journalism in countries with limited media freedom in the post-pandemic era. It digs into the social and historical factors underpinning the development of journalism university degrees and courses in a selection of illustrative case studies taken from Africa, Asia, Europe, and Latin America. This work assesses both the limitations and creative opportunities arising from teaching journalism under constraints. Topics include but are not limited to: the application of Western theoretical frameworks in new transnational universities in China; the historical and political roots of the gap between industry and academia in Slovenia; ideological clashes and classism in higher education in the Arab region; scholar-activism in Turkey; decolonizing journalism curricula in South Asia; journalism students as research partners in the Philippines; and the repression of the student press in Mexico. Although this book focuses broadly on the Global South, the theoretical and practical implications of its findings and related discussion will inform the challenges facing journalism training today as a whole.