Multicultural Journalism Education in the Netherlands: A Case Study

Abstract

Most of the studies on multicultural journalism education tend not to go much further than issues of representation, counting the number of diversity-related courses in a curriculum, the number of minority students and faculty, the number of student projects on multicultural issues, and the number of readings regarding diversity. Although these are all important issues, they tend to ignore the ways in which multiculturalism is given meaning in the everyday praxis of a school of journalism: classroom discussions, comments and level of support by faculty, consensual social arrangements among students, and deliberate location (“embedding”) of the school in society. The comprehensive approach taken in the study at hand in a typical multicultural society (The Netherlands) offers a more complex understanding of the issues, taking the contextualization of knowledge and social responsibilities of journalists and journalism students into account.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 9 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.