Karen Fowler-Watt is Professor of Journalism and Global Narratives and Head of the Journalism Department at City St. George’s, University of London, UK. A Fellow of the Salzburg Academy on Media and Global Change, Karen’s research and publications focus on building resilience in journalists, storytelling with/for marginalised voices, and re-imagining journalism practice and pedagogy.

• List of Contributors Introduction: Re- imagining journalism education in a time of crisisKaren Fowler-Watt Part I: Historical perspectives; current challengesChapter 1: The evolution of journalism education in the UKChris FrostChapter 2: Professional identity: Educators' transition from industry to the academyCatharine EcclesChapter 3: Journalism’s normative values and the challenge of objectivityTony HarcupChapter 4: Debunking false information: Journalism in the age of 'information disorderMarju Himma and Maia KlaassenChapter 5: Teaching trust: Setting the stage for journalism educationPatrick R. Johnson and Melissa TullyChapter 6: Media manipulation: Fakes, frauds and liars: An instructor’s guideLeonard M. ApcarChapter 7: Fluid futures: The changing boundaries of journalismNicole Blanchett, Colette Brin, Karen Owen and Lisa TaylorChapter 8: Elitism, inclusivity and marginalised voicesVerica RuparChapter 9: What journalism should we teach? An ideological question and possible framework guided by India’s New Education PolicySundeep R. MuppidiChapter 10: What journalism should we teach? Global perspectives from journalism educatorsNico DrokPart II: Teaching journalism/s IChapter 11: Embedding inclusivity in practice-based journalism pedagogyMyra EvansChapter 12: Pop Up newsrooms: A global perspective Melissa Wall and Devadas RajaramChapter 13: Youth voices: Telling social media news stories from students to studentsArly Faundes and David OsorioChapter 14: Standards, benchmarks and accreditations: A case study from FrancePascal GuénéeChapter 15: Embedding media law in the journalism curriculum: A critical reflection on the challenges of teaching undergraduate journalism students while satisfying the requirements of accrediting bodiesDavid MascordChapter 16: Exploring faculty perspectives on partnerships between college journalism programmes and professional news outlets in the United StatesAlison BurnsChapter 17: The place and purpose of experiential learning projects in journalism educationBen ParsonsChapter 18: Challenges and opportunities for media education in Egypt: Instructors’ reflections on teaching journalism and media during COVID-19Rasha El-IbiaryChapter 19: Journalism Education in wartime Ukraine: Resilience, innovation and global implicationsGalyna PiskorskaChapter 20: Integrating AI: Hopes and fearsMiriam PhillipsPart III: Teaching journalism/s IIChapter 21: Journalism ethicsEric WishartChapter 22: Beyond knowledge exchange: Bridging the divide between journalism education and practiceLada T. Price, Olatunji Ogunyemi, Desiree Hill, Alexandra Wake, Saadia Malik, Matthew Pearson, Paula Melani Rocha, Archana Kumari, Leire Iturregui, Marijana Markovikj, Eleonora Serafimovska, Dele Odunlami and Semiu Musa BelloChapter 23: Trauma, harassment and self-care: Building resilience in online environmentsJenny KeanChapter 24: Emotional literacy and news journalismStephen JukesChapter 25: News literacy in the context of “information disorder”Fran YeomanChapter 26: Relearning photojournalismStuart Allan and Anna GormleyChapter 27: Complexity, connection and collaboration: Creativity as a key competency in a changing journalistic fieldTamara Witschge, Danielle Arets and Stijn PostemaChapter 28: How to teach a moving method: Datajournalism education between maths anxiety and AIBrigitte Alfter, Didde Elnif, Sandra Foresti and Adriana HomolovaCHAPTER 29: Social justice journalismNicole CarrPart IV: Interdisciplinary approaches to journalism educationChapter 30: Interactive documentary makingLei Chen and David O. DowlingChapter 31: Sounding out freedom: Radio with and for teenagers deprived of their liberty – A transformative journalism approachMathew CharlesChapter 32: Interdisciplinary approaches to journalism education in Hong Kong: A case studyRoselyn DuChapter 33: Mapping the field of open-source investigationsStephen D. Reese and Azza El-MasriChapter 34: A manifesto for a new journalism educationSarah JonesChapter 35: Challenging narratives using art: “Themstorytelling”, the archive and experimentationPablo Martinez ZaraateChapter 36: The evolving art of teaching literary journalism in the digital ageJaron MurphyPart V: Re-imagining journalism pedagogy and practiceChapter 37: From where I stand: What should journalism education look like in the 21st century?Fergal KeaneChapter 38: Inside the J-School : Designing journalism education programmes for a changing worldDr Margaret HughesChapter 39: Outside the J-School: Entrepreneurial journalism as a mindsetJo RoyleChapter 40: Newsrooms under AI applications: Teaching journalism ethics and regulations for the future functions and rolesManuel Chavez and Liz NassChapter 41: Strategies for developing heutagogic approaches within journalism educationKatherine C. BlairChapter 42: Engaging journalism students in futures literacyBobbie Foster Chapter 43: Teaching cross-border collaborative journalism: A method and a mindsetThe challenge of teaching a remote journalism practice in one classroom: Pioneering educations and a suggestion to consider four levels of intensityBrigitte Alfter and Ulla SätereieChapter 44: Decolonising journalism through global Indigenous frameworks of educational sovereigntyAlvin NtibinyaneIndex