Journalism, Democracy and Development

It is commonly agreed that there is a relationship between the media and democracy, although the nature of the relationship is debated. This course addresses the issue by considering the role of the journalistic media in democratization processes, as well as the ways in which the spread of new digital media technologies affect democracy. . The course takes as its starting point that the media are used actively throughout the world to promote social and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The course concerns itself centrally with media development projects, which have become a prominent part of the way in which democratization is supported by external actors. The course considers conceptual approaches, strengths, challenges, and critiques of media development. A particular focus is on conflict situations, where besides safety concerns there is also reason to question how the media and journalists operate and in which way they engage with different parties in the conflict.

The course also explores the role of digital media (sometimes called 'new media') in democratization processes as well as the impact of the spread of digital media on democracy across the world. With economic and technological advances, digital media have opened up new possibilities for public participation in the media. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies, while platformisation - the growing power of digital platforms - has created new centers of power, extended the potential for misinformation and damaged existing business models for journalistic media. Additional challenges emerge from developments in artificial intelligence.

The course relies on case studies and examples, including experiences of NA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with selected alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict societies
• is able to explain key issues in debates about the impact of digital media on democracy and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can analyze and critique media development approaches and projects in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, democracy and development and argue for solutions

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to problematize media interventions

GJ 302-1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. It also considers media development efforts in emerging democracies, in terms of both theory and practice. An additional focus considers the particular circumstances and approaches that arise in conflict and post-conflict societies, including questions of journalism safety.

GJ 302-2: Digital media and democratic developmentThis part of the course explores the role of digital media (sometimes called ‘new media’) in democracy. processes. The use of new digital platforms on the fringes of classic journalism, , is discussed. The power of new digital platforms and the role of AI are discussed, together with their impact on democracy, including misinformation, damage to business models and issues of privacy and surveillance. Discussion will also focus on solutions being explored in different parts of the world. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience (could also be an individual assignment). The presentation should discuss relations between journalism, democracy and development in the particular society.

Assessment

The graded assessment in GJ 302 comprises two items:

1. A 3000 word written assignment/paper (30% of the final grade), individual

2. An oral examination (70% of the final grade), individual

1. Assignment: All tools are allowed, but using generative artificial intelligence tools such as ChatGPT to write the assignment or parts of the assignment is not allowed.

2. Oral examination: None

It is commonly agreed that there is a relationship between the media and democracy, although the nature of the relationship is debated. This course addresses the issue by considering the role of the journalistic media in democratization processes, as well as the ways in which the spread of new digital media technologies affect democracy. . The course takes as its starting point that the media are used actively throughout the world to promote social and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The course concerns itself centrally with media development projects, which have become a prominent part of the way in which democratization is supported by external actors. The course considers conceptual approaches, strengths, challenges, and critiques of media development. A particular focus is on conflict situations, where besides safety concerns there is also reason to question how the media and journalists operate and in which way they engage with different parties in the conflict.

The course also explores the role of digital media (sometimes called 'new media') in democratization processes as well as the impact of the spread of digital media on democracy across the world. With economic and technological advances, digital media have opened up new possibilities for public participation in the media. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies, while platformisation - the growing power of digital platforms - has created new centers of power, extended the potential for misinformation and damaged existing business models for journalistic media. Additional challenges emerge from developments in artificial intelligence.

The course relies on case studies and examples, including experiences of NA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with selected alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict societies
• is able to explain key issues in debates about the impact of digital media on democracy and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can analyze and critique media development approaches and projects in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, democracy and development and argue for solutions

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to problematize media interventions

GJ 302-1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. It also considers media development efforts in emerging democracies, in terms of both theory and practice. An additional focus considers the particular circumstances and approaches that arise in conflict and post-conflict societies, including questions of journalism safety.

GJ 302-2: Digital media and democratic developmentThis part of the course explores the role of digital media (sometimes called ‘new media’) in democracy. processes. The use of new digital platforms on the fringes of classic journalism, , is discussed. The power of new digital platforms and the role of AI are discussed, together with their impact on democracy, including misinformation, damage to business models and issues of privacy and surveillance.  Discussion will also focus on solutions being explored in different parts of the world. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience (could also be an individual assignment). The presentation should discuss relations between journalism, democracy and development in the particular society. 

Assessment

The graded assessment in GJ 302 comprises two items:

1. A 4000 word written assignment/paper (51% of the final grade), individual 

2. An oral examination (49% of the final grade), individual 

1. Assignment: All tools are allowed, but using generative artificial intelligence tools such as ChatGPT to write the assignment or parts of the assignment is not allowed.

2. Oral examination: None

It is commonly assumed that there is a relationship between media and democracy, but the nature of the relationship is debated. This course addresses this issue through the role of the journalistic media in democratization processes in developing societies, focusing particularly on initiatives to develop the media themselves. The course takes as its point of departure that the media are actively used throughout the world to promote social, political, economic and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role and impact of the media in these processes. There is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing and transitional societies is often linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and how they engage with different parties in the conflict.

The course also explores the role of digital media (including social and citizen media) in democratization processes. With economic and technological advances, digital media have a significant impact on democratization processes around the world. This can be positive, by offering new channels for participation, but may also reinforce the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict and post-conflict societies
• is able to explain key issues in the debate concerning digital media, citizen media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, citizen media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to discuss media intervention and media development projects, as well as suggesting improvements

GJ 302-1: Journalism and democratization

This part of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. Actual cases of media development in emerging democracies are discussed. 

GJ 302-2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

GJ 302-3: Digital media and development

This part of the course explores the role of digital media (including social and citizen media) in democratization processes. The use of new digital platforms on the fringes of classic journalism is discussed. A perspective on media regulation in closed regimes is given.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience (could also be an individual assignment). The presentation should discuss relations between journalism, democracy and development in the particular society. 

Assessment

The graded assessment in GJ 302 comprises two items:

1. A 4000 word written assignment/paper (51% of the final grade), individual 

2. An oral examination (49% of the final grade), individual 

1. Assignment: All 

2. Oral examination: None

It is commonly assumed that there is a relationship between media and democracy, but the nature of the relationship is debated. This course addresses this issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its point of departure that the media are used actively throughout the world to promote social, political, economic and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role and impact of the media in these processes. There is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing and transitional societies is often linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and how they engage with different parties in the conflict.

The course also explores the role of digital media (including social and citizen media) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict and post-conflict societies
• is able to explain key issues in the debate concerning digital media, citizen media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, citizen media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to discuss media intervention and media development projects, as well as suggesting improvements

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at actual cases of media development in emerging democracies.

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (including social and citizen media) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is given.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience. The presentation should discuss relations between journalism, democracy and development in the particular society.

Assessment

The graded assessment in GJ 302 comprises one item:

Individual assignment consisting of a 4000 word written assignment/paper (100% of the final grade)

It is commonly assumed that there is a relationship between media and democracy, but the nature of the relationship is debated. This course addresses this issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its point of departure that the media are used actively throughout the world to promote social, political, economic and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role and impact of the media in these processes. There is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing and transitional societies is often linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and how they engage with different parties in the conflict.

The course also explores the role of digital media (including social and citizen media) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict and post-conflict societies
• is able to explain key issues in the debate concerning digital media, citizen media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, citizen media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to discuss media intervention and media development projects, as well as suggesting improvements

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at actual cases of media development in emerging democracies.

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (including social and citizen media) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is given.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience. The presentation should discuss relations between journalism, democracy and development in the particular society.

Assessment

The graded assessment in GJ 302 comprises one item:

Individual assignment consisting of a 4000 word written assignment/paper (100% of the final grade)

It is commonly assumed that there is a relationship between media and democracy, but the nature of the relationship is debated. This course addresses this issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its point of departure that the media are used actively throughout the world to promote social, political, economic and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role and impact of the media in these processes. There is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing and transitional societies is often linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and how they engage with different parties in the conflict.

The course also explores the role of digital media (including social and citizen media) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict and post-conflict societies
• is able to explain key issues in the debate concerning digital media, citizen media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, citizen media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to discuss media intervention and media development projects, as well as suggesting improvements

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at actual cases of media development in emerging democracies.

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (including social and citizen media) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is given.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience. The presentation should discuss relations between journalism, democracy and development in the particular society.

Assessment

The graded assessment in 3GJ302 comprises one item:

Individual assignment consisting of a 4000 word written assignment/paper (100% of the final grade)

It is commonly assumed that there is a relationship between media and democracy, although the nature of the relationship is debated. This course addresses this issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its point of departure that the media are used actively throughout the world to promote social, political, economic and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role and impact of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing and transitional societies is often linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and how they engage with different parties in the conflict.

The course also explores the role of digital media (including social and citizen media) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict and post-conflict societies
• is able to explain key issues in the debate concerning digital media, citizen media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media, citizen media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to discuss media intervention and media development projects, as well as suggesting improvements

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at actual cases of media development in emerging democracies.

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (including social and citizen media) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

Participation in a group assignment which consists of an oral presentation of a specific media society for a relevant audience. The presentation should discuss relations between journalism, democracy and development in the particular society.

Assessment

The graded assessment in GJ 302 comprises one item:

Individual assignment consisting of a 4000 word written assignment/paper where the student is asked to evaluate a media development project (100% of the final grade)

Total reading: 814 pp.

GJ 302-1: Journalism and democratization

• Andresen, Kenneth, Abit Hoxha and Jonila Godole (2017) New roles for media in the Western Balkans. Journalism Studies 18(5): 614-628. (15 pp)
• Davis, Aeron (2019) Political communication: A new introduction for crisis times. John Wiley & Sons. Ch 7; 109-129. (21 pp)  
• Hoxha, Abit and Kenneth Andresen (2017) Training journalists in times of transition: The case of Kosovo. Journalism Education 6(2): 37-47. (11 pp)
• Jansen, Sue Curry (2011) Introduction: Media, democracy, human rights and social justice. In Sue Curry Jansen, Jefferson Pooley and Lora Taub-Pervizpour (eds.), Media and social justice, pp. 1-23. London: Palgrave Macmillan. (23 pp)
• Josephi, Beate (ed.) (2010) Journalism education in countries with limited media freedom. New York: Peter Lang. Pp. 1-14 and 253-260. (22 pp)
• Kalyango, Yusuf, Folker Hanusch, Jyotika Ramaprasad, Terje Skjerdal, Mohd Safar Hasim, Nurhaya Muchtar, Mohammad Sahid Ullah, Levi Zeleza Manda and Sarah Bomkapre Kamara (2017) Journalists’ development journalism role perceptions: Select countries in Southeast Asia, South Asia, and sub-Saharan Africa. Journalism Studies 18(5): 576-594. (19 pp)
• Kumar, Krishna (2006) International assistance to promote independent media in transition and post-conflict societies. Democratization 13(4): 652-667. (16 pp)
• Melhus, Kåre (2013) Sustainable journalism education beyond short-term training: Experiences from emerging democracies. Unpublished paper. (11 pp)
• Muchtar, Nurhaya and Thomas Hanitzsch (2013) Culture clash: International media training and the difficult adoption of Western journalism practices among Indonesian radio journalists. Journalism Practice 7(2): 184-198. (15 pp)
• Norris, Pippa (ed.) (2010) Public sentinel: News media and governance reform. Washington DC: World Bank. Pp. 31-56 and 193-220. (82 pp)
• Rønning, Helge (2010) What constitutes media development? In Torbjörn Broddason et al. (eds.), Norden och världen: Perspektiv från forskningen om medier och kommunikation, 305-319. Göteborg: Göteborgs universitet. (15 pp)
• Sparks, Colin (2007) Globalization, development and the mass media. London: Sage. Pp. 1-19 and 81-226. (165 pp)
• Skjerdal, Terje (2011b) Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in Ethiopia. Global Media Journal: African edition 5(1): 24-51. (28 pp)
• Trappel, Josef, Hannu Nieminen and Lars Nord (eds.) (2011) The media for democracy monitor: A cross national study of leading news media. Göteborg: Nordicom. Pp. 11-28. (18 pp)

GJ 302-2: Journalism and conflict

• Andresen, Kenneth (2015) Journalism under pressure: The case of Kosovo. PhD dissertation, University of Oslo. Pp. 3-15, 20-27, 73-97 and 191-199. (42 pp)
• Hoxha, Abit and Thomas Hanitzsch (2018) How conflict news comes into being: Reconstructing ‘reality’ through telling stories. Media, War & Conflict 11(1): 46-64. (19 pp)
• Jurrat, Nadine (2016) Media development in regions of conflict, transitional countries, and closed societies. Report, DW Academie. Available from: https://m.dw.com/downloads/35706157/dw-akademiejurrat-media-development-in-regions-of-conflict2016.pdf (16 pp)
• Loyn, David (2007) Good journalism or peace journalism? Conflict and Communication Online 6(2). Available at: http://cco.regener-online.de/2007_2/pdf/loyn.pdf. (10 pp)
• Lynch, Jake and Annabel McGoldrick (2005) Peace journalism. Gloucestershire: Hawthorn Press. Pp. 1-32. (32 pp)
• Orgeret, Kristin Skare and William Tayeebwa (eds.) (2016). Journalism in conflict and post-conflict conditions: Worldwide perspectives. Göteborg: Nordicom. Pp. 7-62, 99-128 and 147-168. (108 pp)
• Paterson, Chris, Kenneth Andresen and Abit Hoxha (2012). The manufacture of an international news event. The day Kosovo was born. Journalism 13(1): 103-120. (18 pp)
• Skjerdal, Terje (2011a) The Somali media and their peace-building potential. Bildhaan: An International Journal of Somali Studies 11(1): 27-50. (24 pp)

GJ 302-3: Digital media and development

• Breuer, Anita, Todd Landman and Dorothea Farquhar (2015) Social media and protest mobilization: Evidence from the Tunisian revolution. Democratization 22(4): 764-792. (29 pp)
• Cottle, Simon (2011) Media and the Arab uprising of 2011: Research notes. Journalism 12(5): 647-659. (13 pp)
• Dobra, Alexandra (2012) The democratic impact of ICT in Africa. Africa Spectrum 47(1): 73-88. (16 pp)
• Dralega, Carol Azungi (2009) Bridging the digital divides: Exploring the principles of the community multimedia centre model in Uganda. In Helge Rønning and Kristin Skare Orgeret (eds.), Power of communication: Changes and challenges in African media, 285-310. Oslo: Unipub. (26 pp)
• Howard, Philip N. and Muzammil M. Hussain (2013) Democracy’s fourth wave? Digital media and the Arab Spring. Oxford: Oxford University Press. Pp. 17-34 and 89-102. (32 pp)
• Yu, Haiqing (2011) Beyond gatekeeping: J-blogging in China. Journalism 12(4): 379-393. (15 pp)

It is commonly assumed that there is a relationship between media and democracy, although the nature of the relationship is debated. This course addresses the issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its starting-point that the media are used actively throughout the world to promote social and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing societies is frequently linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and in which way they engage with different parties in the conflict.

The course also explores the role of digital media (sometimes called ¿new media¿) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws partly on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with selected alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict societies
• is able to explain key issues in the debate concerning digital media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to problematize media intervention

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at specific media development efforts in emerging democracies.

a) Theories about journalism, democracy and development

b) Journalism and media development in practice

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

a) Journalism in risk societies

b) Peace journalism

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (sometimes called ¿new media¿) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

1. Participation in a group assignment which consists of an oral presentation of a topic reviewing journalism, democracy and development in a specific society for a relevant audience.

Assessment

The graded assessment in GJ 302 comprises one item:

1. Individual assignment consisting of a 4000 word written assignment/paper where the student is asked to evaluate a media development project (100% of the final grade)

Revised May 2019

• Andresen, Kenneth (2015) Journalism under pressure: The case of Kosovo. PhD dissertation, University of Oslo. Pp. 3–15, 20–27, 73–97 and 191–199. (55 pp.)
• Andresen, Kenneth, Abit Hoxha and Jonila Godole (2017) New roles for media in the Western Balkans. Journalism Studies 18(5): 614–628. (15 pp.)
• Breuer, Anita, Todd Landman and Dorothea Farquhar (2015) Social media and protest mobilization: Evidence from the Tunisian revolution. Democratization 22(4): 764–792. (29 pp.)
• Cottle, Simon (2011) Media and the Arab uprising of 2011: Research notes. Journalism 12(5): 647–659. (13 pp.)
• Dobra, Alexandra (2012) The democratic impact of ICT in Africa. Africa Spectrum 47(1): 73–88. (16 pp.)
• Dralega, Carol Azungi (2009) Bridging the digital divides: Exploring the principles of the community multimedia centre model in Uganda. In Helge Rønning and Kristin Skare Orgeret (eds.), Power of communication: Changes and challenges in African media, 285–310. Oslo: Unipub. (26 pp.)
• Howard, Philip N. and Muzammil M. Hussain (2013) Democracy’s fourth wave? Digital media and the Arab Spring. Oxford: Oxford University Press. Pp. 17–34 and 89–102. (32 pp. )
• Jansen, Sue Curry (2011) Introduction: Media, democracy, human rights and social justice. In Sue Curry Jansen, Jefferson Pooley and Lora Taub-Pervizpour (eds.), Media and social justice, pp. 1–23. London: Palgrave Macmillan. (23 pp.)
• Hoxha, Abit and Kenneth Andresen (2017) Training journalists in times of transition: The case of Kosovo. Journalism Education 6(2): 37–47. (11 pp.)
• Hoxha, Abit and Thomas Hanitzsch (2018) How conflict news comes into being: Reconstructing ‘reality’ through telling stories. Media, War & Conflict 11(1): 46–64. (19 pp.)
• Josephi, Beate (ed.) (2010) Journalism education in countries with limited media freedom. New York: Peter Lang. Pp. 1–14 and 253–260. (22 pp.)
• Jurrat, Nadine (2016) Media development in regions of conflict, transitional countries, and closed societies. Report, DW Academie. Available from: https://m.dw.com/downloads/35706157/dw-akademiejurrat-media-development-in-regions-of-conflict2016.pdf (16 pp.)
• Kalyango, Yusuf, Folker Hanusch, Jyotika Ramaprasad, Terje Skjerdal, Mohd Safar Hasim, Nurhaya Muchtar, Mohammad Sahid Ullah, Levi Zeleza Manda and Sarah Bomkapre Kamara (2017) Journalists’ development journalism role perceptions: Select countries in Southeast Asia, South Asia, and sub-Saharan Africa. Journalism Studies 18(5): 576-594. (19 pp.)
• Kumar, Krishna (2006) International assistance to promote independent media in transition and post-conflict societies. Democratization 13(4): 652–667. (16 pp.)
• Loyn, David (2007) Good journalism or peace journalism? Conflict and Communication Online 6(2). Available at: http://cco.regener-online.de/2007_2/pdf/loyn.pdf. (10 pp.)
• Lynch, Jake and Annabel McGoldrick (2005) Peace journalism. Gloucestershire: Hawthorn Press. Pp. 1–32. (32 pp.)
• Melhus, Kåre (2013) Sustainable journalism education beyond short-term training: Experiences from emerging democracies. Unpublished paper. (11 pp.)
• Montiel, Aimée Vega (ed.) (2014) Media and gender: A scholarly agenda for the global alliance on media and gender. Report, Unesco. Pp. 1–54. Available from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/publications/media_and_gender_scholarly_agenda_for_gamag.pdf (54 pp.)
• Muchtar, Nurhaya and Thomas Hanitzsch (2013) Culture clash: International media training and the difficult adoption of Western journalism practices among Indonesian radio journalists. Journalism Practice 7(2): 184–198. (15 pp.)
• Norris, Pippa (ed.) (2010) Public sentinel: News media and governance reform. Washington DC: World Bank. Pp. 3–56 and 193–220. (82 pp.)
• Orgeret, Kristin Skare and William Tayeebwa (eds.) (2016). Journalism in conflict and post-conflict conditions: Worldwide perspectives. Göteborg: Nordicom. Pp. 7–62, 99–128 and 147–168. (108 pp.)
• Paterson, Chris, Kenneth Andresen and Abit Hoxha (2012). The manufacture of an international news event. The day Kosovo was born. Journalism 13(1): 103-120. (18 pp.)
• Rønning, Helge (2010) What constitutes media development? In Torbjörn Broddason et al. (eds.), Norden och världen: Perspektiv från forskningen om medier och kommunikation, 305–319. Göteborg: Göteborgs universitet. (15 pp.)
• Sparks, Colin (2007) Globalization, development and the mass media. London: Sage.Pp. 1–19 and 81–226. (165 pp.)
• Skjerdal, Terje (2011a) The Somali media and their peace-building potential. Bildhaan: An International Journal of Somali Studies 11(1): 27–50. (24 pp.)
• Skjerdal, Terje (2011b) Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in Ethiopia. Global Media Journal: African edition 5(1): 24–51. (28 pp.)
• Skjerdal, Terje (2016) Professional perceptions among male and female journalists on the Horn of Africa: A quantitative study. Journal of African Media Studies 8(3): 305–318. (14 pp.)
• Trappel, Josef, Hannu Nieminen and Lars Nord (eds.) (2011) The media for democracy monitor: A cross national study of leading news media. Göteborg: Nordicom. Pp. 11–28. (18 pp.)
• Yu, Haiqing (2011) Beyond gatekeeping: J-blogging in China. Journalism 12(4): 379–393. (15 pp.)

Total page numbers: 921

It is commonly assumed that there is a relationship between media and democracy, although the nature of the relationship is debated. This course addresses the issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its starting-point that the media are used actively throughout the world to promote social and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing societies is frequently linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and in which way they engage with different parties in the conflict.

The course also explores the role of digital media (sometimes called ¿new media¿) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws partly on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with selected alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict societies
• is able to explain key issues in the debate concerning digital media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to problematize media intervention

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at specific media development efforts in emerging democracies.

a) Theories about journalism, democracy and development

b) Journalism and media development in practice

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

a) Journalism in risk societies

b) Peace journalism

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (sometimes called ¿new media¿) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

1. Participation in a group assignment which consists of an oral presentation of a topic reviewing journalism, democracy and development in a specific society for a relevant audience.

Assessment

The graded assessment in GJ 302 comprises one item:

1. Individual assignment consisting of a 4000 word written assignment/paper where the student is asked to evaluate a media development project (100% of the final grade)

Total reading: Approx. 670 pp.

GJ 302.1: Journalism and democratization

a) Theories about journalism, democracy and development

Readings:

• Blankson, Isaac A. and Patrick D. Murphy (eds.) (2007) Negotiating democracy: Media transformations in emerging democracies. New York: State University of New York. Pp. 1-34.
• Norris, Pippa (ed.) (2010) Public sentinel: News media and governance reform. Washington DC: World Bank. Pp. 3-56 and 193-220.
• Rønning, Helge (2010) What constitutes media development? In Torbjörn Broddason et al. (eds.), Norden och världen: Perspektiv från forskningen om medier och kommunikation, 305-319. Göteborg: Göteborgs universitet.
• Sparks, Colin (2007) Globalization, development and the mass media. London: Sage.Pp. 1-19 and 81-125.
• Trappel, Josef, Hannu Nieminen and Lars Nord (eds.) (2011) The media for democracy monitor: A cross national study of leading news media. Göteborg: Nordicom. Pp. 11-28.

b) Journalism and media development in practice

Readings:

• Josephi, Beate (ed.) (2010) Journalism education in countries with limited media freedom. New York: Peter Lang. Pp. 1-14 and 253-260.
• Melhus, Kåre and Terje Skjerdal (2015) Sustainable journalism education beyond short-term training: Experiences from emerging democracies. Unpublished paper
• LaMay, Craig L. (2007) Exporting press freedom. New Brunswick: Transaction Publishers. Pp. 1-76.
• Muchtar, Nurhaya and Thomas Hanitzsch (2013) Culture clash: International media training and the difficult adoption of Western journalism practices among Indonesian radio journalists. Journalism Practice 7(2): 184-198.
• Skjerdal, Terje (2011) Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in Ethiopia. Global Media Journal: African edition 5(1): 24-51.

GJ 302.2: Journalism and conflict

a) Journalism in risk societies

Readings:

• Andresen, Kenneth (2008) Newsroom culture in a transitional society: Routines and improvisations in Kosovar news production. Unpublished paper. 20 s.
• Brooten, Lisa (2006) Political violence and journalism in a multiethnic state. Journal of Communication Inquiry 30(4): 354-373.
• Tveiten, Oddgeir and Stig Arne Nohrstedt (2002) News, discourse, rhetoric, propaganda. Conflict journalism from a multi-methodological perspective. In Wilhelm Kempf and Heikki Luostarinen (eds.), Journalism and the new world order, 131-144. Göteborg: Nordicom.

b) Peace journalism

Readings:

• Loyn, David (2007) Good journalism or peace journalism? Conflict and Communication Online 6(2). Available at: http://cco.regener-online.de/2007_2/pdf/loyn.pdf. (10 pp.)
• Lynch, Jake and Annabel McGoldrick (2005) Peace journalism. Gloucestershire: Hawthorn Press. Pp. 1-32.
• Shaw, Ibrahim Seaga (2011) "Human rights journalism": A critical conceptual framework of a complementary strand of peace journalism. In Ibrahim Seaga Shaw, Jake Lynch and Robert A. Hackett (eds.), Expanding peace journalism: Comparative and critical approaches, 96-121. Sydney: Sydney University Press.
• Skjerdal, Terje (2011) The Somali media and their peace-building potential. Bildhaan: An International Journal of Somali Studies 11(1): 27-50.

GJ 302.3: Digital media and development

Readings:

• Breuer, Anita, Todd Landman and Dorothea Farquhar (2013) Social media and protest mobilization: Evidence from the Tunisian revolution. Democratization, forthcoming.
• Cottle, Simon (2011) Media and the Arab uprising of 2011: Research notes. Journalism 12(5): 647-659.
• Dobra, Alexandra (2012) The democratic  impact of ICT in Africa. Africa  Spectrum 47(1): 73-88.
• Howard, Philip N. and Muzammil M. Hussain (2013) Democracy's fourth wave? Digital media and the Arab Spring. Oxford: Oxford University Press. Pp. 17-34 and 89-102.
• Kalathil, Shanthi and Taylor C. Boas (2003) Open networks, closed regimes: The impact of the Internet on authoritarian rule. Washington DC: Carnegie. Pp. 135-153.
• Lowrey, Wilson (2006) Mapping the journalism -blogging relationship. Journalism 7(4): 477-500.
• Van Rensburg, Aletta H. Janse (2012) Using the Internet for democracy: A study of South Africa, Kenya and Zambia. Global Media Journal: African edition 6(1): 93-116.
• Yu, Haiqing (2011) Beyond gatekeeping: J-blogging in China. Journalism 12(4): 379-393.

It is commonly assumed that there is a relationship between media and democracy, although the nature of the relationship is debated. This course addresses the issue through the role of the journalistic media in democratization processes in developing societies. The course takes as its starting-point that the media are used actively throughout the world to promote social and national development, both by local authorities and the international community. Yet there is a lack of consensus on how to describe the role of the media in these processes, and there is a need for a deeper understanding of the motives for the utilization of the media by various stakeholders and the potentials and limitations of journalism in this regard.

The role of the journalistic media in developing societies is frequently linked to conflict situations. Under such conditions there is also reason to question how the media and journalists operate, and in which way they engage with different parties in the conflict.

The course also explores the role of digital media (sometimes called ¿new media¿) in democratization processes. With economic and technological advances, digital media have a potentially unifying role in democratization processes around the world. At the same time, digital media are criticized for reinforcing the gap between the information rich and the information poor, even within developing societies. These issues are treated in the course both theoretically and through case studies.

The course draws partly on the experiences of NLA University College in journalism and media development in various parts of the world.

Knowledge

The student:

• has knowledge of major paradigms within development theory
• comprehends key theoretical approaches to media and democratization
• is familiar with selected alternative approaches to journalistic development
• has knowledge of experiences with journalistic development in conflict societies
• is able to explain key issues in the debate concerning digital media and development

Skills

The student:

• can assess general approaches to journalism and democratization
• can evaluate a media development project in a particular society from a theoretical point of view
• demonstrates ability to discuss ethical issues pertaining to the role of journalistic activity in a conflict society
• is able to scrutinize various views in the debate concerning digital media and development and argue for solutions  

General competence

The student:

• can communicate issues of journalism and development within a broader development frame
• has skills to problematize media intervention

GJ 302¿1: Journalism and democratization

This section of the course visits classic theories of media and democracy and discusses the particular role of journalism in light of the different models. The second part looks at specific media development efforts in emerging democracies.

a) Theories about journalism, democracy and development

b) Journalism and media development in practice

GJ 302¿2: Journalism and conflict

This section of the course discusses the role of the media and journalists in international and local conflict situations. The framework of peace journalism is treated as a distinct approach for conflict societies.

a) Journalism in risk societies

b) Peace journalism

GJ 302¿3: Digital media and development

This part of the course explores the role of digital media (sometimes called ¿new media¿) in democratization processes. The use of new digital platforms on the fringes of classic journalism, particularly blogs and social media, is discussed. A perspective on media regulation in closed regimes is presented.

The following coursework requirement must be passed before a final grade is given for the course:

1. Participation in a group assignment which consists of an oral presentation of a topic reviewing journalism, democracy and development in a specific society for a relevant audience.

Assessment

The graded assessment in GJ 302 comprises one item:

1. Individual assignment consisting of a 4000 word written assignment/paper where the student is asked to evaluate a media development project (100% of the final grade)

Total reading: Approx. 670 pp.

GJ 302.1: Journalism and democratization

a) Theories about journalism, democracy and development

Readings:

• Blankson, Isaac A. and Patrick D. Murphy (eds.) (2007) Negotiating democracy: Media transformations in emerging democracies. New York: State University of New York. Pp. 1-34.
• Norris, Pippa (ed.) (2010) Public sentinel: News media and governance reform. Washington DC: World Bank. Pp. 3-56 and 193-220.
• Rønning, Helge (2010) What constitutes media development? In Torbjörn Broddason et al. (eds.), Norden och världen: Perspektiv från forskningen om medier och kommunikation, 305-319. Göteborg: Göteborgs universitet.
• Sparks, Colin (2007) Globalization, development and the mass media. London: Sage.Pp. 1-19 and 81-125.
• Trappel, Josef, Hannu Nieminen and Lars Nord (eds.) (2011) The media for democracy monitor: A cross national study of leading news media. Göteborg: Nordicom. Pp. 11-28.

b) Journalism and media development in practice

Readings:

• Josephi, Beate (ed.) (2010) Journalism education in countries with limited media freedom. New York: Peter Lang. Pp. 1-14 and 253-260.
• Melhus, Kåre and Terje Skjerdal (2015) Sustainable journalism education beyond short-term training: Experiences from emerging democracies. Unpublished paper
• LaMay, Craig L. (2007) Exporting press freedom. New Brunswick: Transaction Publishers. Pp. 1-76.
• Muchtar, Nurhaya and Thomas Hanitzsch (2013) Culture clash: International media training and the difficult adoption of Western journalism practices among Indonesian radio journalists. Journalism Practice 7(2): 184-198.
• Skjerdal, Terje (2011) Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in Ethiopia. Global Media Journal: African edition 5(1): 24-51.

GJ 302.2: Journalism and conflict

a) Journalism in risk societies

Readings:

• Andresen, Kenneth (2008) Newsroom culture in a transitional society: Routines and improvisations in Kosovar news production. Unpublished paper. 20 s.
• Brooten, Lisa (2006) Political violence and journalism in a multiethnic state. Journal of Communication Inquiry 30(4): 354-373.
• Tveiten, Oddgeir and Stig Arne Nohrstedt (2002) News, discourse, rhetoric, propaganda. Conflict journalism from a multi-methodological perspective. In Wilhelm Kempf and Heikki Luostarinen (eds.), Journalism and the new world order, 131-144. Göteborg: Nordicom.

b) Peace journalism

Readings:

• Loyn, David (2007) Good journalism or peace journalism? Conflict and Communication Online 6(2). Available at: http://cco.regener-online.de/2007_2/pdf/loyn.pdf. (10 pp.)
• Lynch, Jake and Annabel McGoldrick (2005) Peace journalism. Gloucestershire: Hawthorn Press. Pp. 1-32.
• Shaw, Ibrahim Seaga (2011) "Human rights journalism": A critical conceptual framework of a complementary strand of peace journalism. In Ibrahim Seaga Shaw, Jake Lynch and Robert A. Hackett (eds.), Expanding peace journalism: Comparative and critical approaches, 96-121. Sydney: Sydney University Press.
• Skjerdal, Terje (2011) The Somali media and their peace-building potential. Bildhaan: An International Journal of Somali Studies 11(1): 27-50.

GJ 302.3: Digital media and development

Readings:

• Breuer, Anita, Todd Landman and Dorothea Farquhar (2013) Social media and protest mobilization: Evidence from the Tunisian revolution. Democratization, forthcoming.
• Cottle, Simon (2011) Media and the Arab uprising of 2011: Research notes. Journalism 12(5): 647-659.
• Dobra, Alexandra (2012) The democratic  impact of ICT in Africa. Africa  Spectrum 47(1): 73-88.
• Howard, Philip N. and Muzammil M. Hussain (2013) Democracy's fourth wave? Digital media and the Arab Spring. Oxford: Oxford University Press. Pp. 17-34 and 89-102.
• Kalathil, Shanthi and Taylor C. Boas (2003) Open networks, closed regimes: The impact of the Internet on authoritarian rule. Washington DC: Carnegie. Pp. 135-153.
• Lowrey, Wilson (2006) Mapping the journalism -blogging relationship. Journalism 7(4): 477-500.
• Van Rensburg, Aletta H. Janse (2012) Using the Internet for democracy: A study of South Africa, Kenya and Zambia. Global Media Journal: African edition 6(1): 93-116.
• Yu, Haiqing (2011) Beyond gatekeeping: J-blogging in China. Journalism 12(4): 379-393.