Shepherd Mpofu – författare

The book provides insights on decolonising media and communication studies education from diverse African scholars at different stages of their careers. These academics, located on the continent and in the diaspora, share an interest in decolonising higher education broadly and media and communication studies teaching and learning in particular.

Although many African countries gained flag independence from different European colonial powers between the 1950s and the 1970s, this book argues that former colonies remain ensnared in a colonial power matrix. Many African universities did not jettison ways of teaching and learning established during colonialism, and even those journalism, communication, and media studies training programmes which were established after the attainment of flag independence did not place decolonial agendas at the front and centre when setting them up. Starting with big picture thematic questions around decolonisation, the book goes on to consider what the implications of change would be for students and instructors, before reflecting on how far it is possible to decolonise curricula and syllabi and what this might look like in practice across a range of subject areas and country contexts. Overall, this book presents a nuanced picture of what a decolonised media and communication studies education could look like in sub-Saharan Africa.

This book is essential for researchers in Africa in disciplines such as media and communication studies, journalism, film studies, cultural studies, and higher education studies. More broadly, the concepts and ideas on decolonising teaching and learning discussed in the book are relevant to instructors in any discipline who are interested in doing the decolonial work of contesting coloniality.

The book provides insights on decolonising media and communication studies education from diverse African scholars at different stages of their careers. These academics, located on the continent and in the diaspora, share an interest in decolonising higher education broadly and media and communication studies teaching and learning in particular.

Although many African countries gained flag independence from different European colonial powers between the 1950s and the 1970s, this book argues that former colonies remain ensnared in a colonial power matrix. Many African universities did not jettison ways of teaching and learning established during colonialism, and even those journalism, communication, and media studies training programmes which were established after the attainment of flag independence did not place decolonial agendas at the front and centre when setting them up. Starting with big picture thematic questions around decolonisation, the book goes on to consider what the implications of change would be for students and instructors, before reflecting on how far it is possible to decolonise curricula and syllabi and what this might look like in practice across a range of subject areas and country contexts. Overall, this book presents a nuanced picture of what a decolonised media and communication studies education could look like in sub-Saharan Africa.

This book is essential for researchers in Africa in disciplines such as media and communication studies, journalism, film studies, cultural studies, and higher education studies. More broadly, the concepts and ideas on decolonising teaching and learning discussed in the book are relevant to instructors in any discipline who are interested in doing the decolonial work of contesting coloniality.

This volume presents case studies of news media employing and integrating social media into their news production practices. It links social media use to journalistic practices and news production processes in the digital age of the Global South. Critically, the chapters look at seminal cases of start-up news media whose content is informed by trends in social media, ethical considerations and participatory cultures spurred by the wide use of social media.

There has been considerable research looking at the potential of new media technologies, traditional journalism and citizen reporting. The extent to which these new media technologies and ‘citizen journalism’ have morphed or reconfigured traditional journalism practice remains debatable. Currently, there are questions around the limits of social media in journalism practice as the ethical lines continue to become blurred. It is this conundrum of the role of social media in the reconfiguration of the media, news making, production and participatory cultures that requires more investigation. Social media has also turned the logic of the political economy of media production on its head as citizens can now produce, package and distribute news and information with shoestring budgets and in authoritarian regimes with no license of practice. This new political economy means the power that special interest groups used to enjoy is increasingly slipping from their hands as citizens take back the power to appropriate social media journalism to counter hegemonic narratives. Citizens can also perform journalistic roles of investigating and whistleblowing but with a lack off, or limited, regulation. This volume seeks to explore and untangle these issues, and provides an invaluable resource for researchers across the field of journalism, mass media, and communication studies.