Sue Robinson – författare

Donald Trump might have been the loudest and most powerful voice maligning the integrity of news media in a generation, but his unrelenting attacks draw from a stew of resentment, wariness, cynicism, and even hatred toward the press that has been simmering for years. At one time, journalism's centrality in reporting and interpreting important events was relatively unquestioned when a limited number of channels and voices produced a consensus-based news environment. The collapse of this environment has sparked a moment of reckoning within and outside journalism, particularly as professional news outlets struggle to remain solvent. Alternative voices compete for attention with and criticize the work and motivations of journalists, even as a growing number of journalists question their core norms and practices. News After Trump considers these struggles over journalism to be about the very relevance of journalism as an institutional form of knowledge production. At the heart of this questioning is a struggle to define what truthful accounts look like and who ought to create them or determine them in a rapidly changing media culture. Through an extensive accounting of Trump's relationship with the press, and drawing on in-depth interviews with journalists and textual analysis of news events, editorials, social media, and trade-press discussions, the book rethinks the relevance of journalism by recognizing the limits of objectivity and the way in which journalism positions certain actors as authority figures while rendering the less socially powerful invisible or flawed. This ethos of detachment has staved off vital questions about how journalism connects to its audiences, how it creates enduring value in people's lives (or not), and how diversity needs to be understood jointly at the level of production, reporting, and audience in order to rebuild trust.

Donald Trump might have been the loudest and most powerful voice maligning the integrity of news media in a generation, but his unrelenting attacks draw from a stew of resentment, wariness, cynicism, and even hatred toward the press that has been simmering for years. At one time, journalism's centrality in reporting and interpreting important events was relatively unquestioned when a limited number of channels and voices produced a consensus-based news environment. The collapse of this environment has sparked a moment of reckoning within and outside journalism, particularly as professional news outlets struggle to remain solvent. Alternative voices compete for attention with and criticize the work and motivations of journalists, even as a growing number of journalists question their core norms and practices. News After Trump considers these struggles over journalism to be about the very relevance of journalism as an institutional form of knowledge production. At the heart of this questioning is a struggle to define what truthful accounts look like and who ought to create them or determine them in a rapidly changing media culture. Through an extensive accounting of Trump's relationship with the press, and drawing on in-depth interviews with journalists and textual analysis of news events, editorials, social media, and trade-press discussions, the book rethinks the relevance of journalism by recognizing the limits of objectivity and the way in which journalism positions certain actors as authority figures while rendering the less socially powerful invisible or flawed. This ethos of detachment has staved off vital questions about how journalism connects to its audiences, how it creates enduring value in people's lives (or not), and how diversity needs to be understood jointly at the level of production, reporting, and audience in order to rebuild trust.

A unique theory of trust building in engagement journalism that proposes journalists move to an ethic of care as they prioritize listening and learning within communities instead of propping up problematic institutions.In How Journalists Engage, Sue Robinson explores how journalists of different identities, especially racial, enact trusting relationships with their audiences. Drawing from case studies, community-work, interviews, and focus groups, she documents a growing built environment around trust building and engagement journalism that represents the first major paradigm shift of the press's core values in more than a century. As Robinson shows, journalists are being trained to take on new roles and skillsets around listening and learning, in addition to normative routines related to being a watchdog and storyteller. She demonstrates how this movement mobilizes the nurturing of personal, organizational, and institutional relationships that people have with information, sources, news brands, journalists, and each other. Developing a new theory of trust building, Robinson calls for journalists to grapple actively with their own identities--especially the privileges, biases, and marginalization attached to them--and those of their communities, resulting in a more intentional and effective moral voice focused on justice and equity through the news practice of an ethic of care.

A unique theory of trust building in engagement journalism that proposes journalists move to an ethic of care as they prioritize listening and learning within communities instead of propping up problematic institutions.In How Journalists Engage, Sue Robinson explores how journalists of different identities, especially racial, enact trusting relationships with their audiences. Drawing from case studies, community-work, interviews, and focus groups, she documents a growing built environment around trust building and engagement journalism that represents the first major paradigm shift of the press's core values in more than a century. As Robinson shows, journalists are being trained to take on new roles and skillsets around listening and learning, in addition to normative routines related to being a watchdog and storyteller. She demonstrates how this movement mobilizes the nurturing of personal, organizational, and institutional relationships that people have with information, sources, news brands, journalists, and each other. Developing a new theory of trust building, Robinson calls for journalists to grapple actively with their own identities--especially the privileges, biases, and marginalization attached to them--and those of their communities, resulting in a more intentional and effective moral voice focused on justice and equity through the news practice of an ethic of care.

Against conventional wisdom, pervasive black-white disparities pair with vitriolic public conversation in politically progressive communities throughout America. Networked News, Racial Divides examines obstacles to public dialogues about racial inequality and opportunities for better discourse in mid-sized, liberal cities. The book narrates the challenges faced when talking about race through a series of stories about each community struggling with K-12 education achievement gaps. Media expert Sue Robinson applies Bourdieusian field theory to understand media ecologies and analyze whose voices get heard and whose get left out. She explores how privilege shapes discourse and how identity politics can interfere with deliberation. Drawing on network analysis of community dialogues, interviews with journalists, politicians, activists, and citizens and deep case study of five cities, this reflexive and occasionally narrative book chronicles the institutional, cultural and other problematic realities to amplifying voices of all people while also recommending strategies to move forward and build trust.

Against conventional wisdom, pervasive black-white disparities pair with vitriolic public conversation in politically progressive communities throughout America. Networked News, Racial Divides examines obstacles to public dialogues about racial inequality and opportunities for better discourse in mid-sized, liberal cities. The book narrates the challenges faced when talking about race through a series of stories about each community struggling with K-12 education achievement gaps. Media expert Sue Robinson applies Bourdieusian field theory to understand media ecologies and analyze whose voices get heard and whose get left out. She explores how privilege shapes discourse and how identity politics can interfere with deliberation. Drawing on network analysis of community dialogues, interviews with journalists, politicians, activists, and citizens and deep case study of five cities, this reflexive and occasionally narrative book chronicles the institutional, cultural and other problematic realities to amplifying voices of all people while also recommending strategies to move forward and build trust.

This edited volume documents the changes taking place globally in local community practices. Digital technologies and globalization have forced evolutions in how we go about producing and consuming journalism, and these essays empirically and theoretically advance the scholarly conversations about those trends. What does it mean to serve the information needs of a community in a digitized social world where so many of our ties – weak and strong – are at least partially maintained in virtual worlds? With authors and data from all over the world, this work celebrates a fundamental connectedness to citizens and their community and renews the emphasis on home as a mandate for any locally focused news organization. The contributions to this volume explore the "flows" within both digital spaces and geographic places that are an important foreground to any conversation about what is community today. Several terms are coined and explored in the volume, including "geosocial journalism" and "reciprocal journalism" that account for the essentiality of information sharing in global public realms to inspire feelings of community belonging. Other chapters include a review of Patch.com – one of the largest grassroots, digital platforms for journalism – a survey of how Norwegian community media organizations are adapting to digital worlds, how Swedish citizen sites operate, and the ethics of community journalists to advocate for their citizenry regarding digital matters. Venturing towards both optimism and dismay, the collection argues that understandings of communal borders have expanded. So even if journalists cannot reach the current locals (such as in Africa as one chapter relates) or globally transient locals, digital technologies can help relocate fractured community into a less problematic, virtual space. This requires commitment on the part of both journalists and citizens to preserve those connections, utilize those technologies, and exercise those fundamental principles of community journalism that go back more than half a century.This book was originally published as a special issue of Journalism Practice.

This edited volume documents the changes taking place globally in local community practices. Digital technologies and globalization have forced evolutions in how we go about producing and consuming journalism, and these essays empirically and theoretically advance the scholarly conversations about those trends. What does it mean to serve the information needs of a community in a digitized social world where so many of our ties – weak and strong – are at least partially maintained in virtual worlds? With authors and data from all over the world, this work celebrates a fundamental connectedness to citizens and their community and renews the emphasis on home as a mandate for any locally focused news organization. The contributions to this volume explore the "flows" within both digital spaces and geographic places that are an important foreground to any conversation about what is community today. Several terms are coined and explored in the volume, including "geosocial journalism" and "reciprocal journalism" that account for the essentiality of information sharing in global public realms to inspire feelings of community belonging. Other chapters include a review of Patch.com – one of the largest grassroots, digital platforms for journalism – a survey of how Norwegian community media organizations are adapting to digital worlds, how Swedish citizen sites operate, and the ethics of community journalists to advocate for their citizenry regarding digital matters. Venturing towards both optimism and dismay, the collection argues that understandings of communal borders have expanded. So even if journalists cannot reach the current locals (such as in Africa as one chapter relates) or globally transient locals, digital technologies can help relocate fractured community into a less problematic, virtual space. This requires commitment on the part of both journalists and citizens to preserve those connections, utilize those technologies, and exercise those fundamental principles of community journalism that go back more than half a century.This book was originally published as a special issue of Journalism Practice.

Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including:· executive leadership· school-to-school collaboration· federations· alliances· academy chains.The supportive structure of each chapter, with bullet point introduction, case studies, points of reflection, further reading and summaries, guides the reader and supports learning. Drawing on research, the authors identify the key areas for consideration, addressing questions such as:· Where does leadership reside in collaborating partnerships?· Who exactly are the leaders?· What impact does this leadership have on others –staff, parents, governors, learners?· What kind of leadership development is desirable?They look at the fact that the skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and propose possible ways forward for leadership and consider potential implications for education systems as a whole. They provide both an invaluable insight and also a practical guide for the school leaders of tomorrow.

Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including:· executive leadership· school-to-school collaboration· federations· alliances· academy chains.The supportive structure of each chapter, with bullet point introduction, case studies, points of reflection, further reading and summaries, guides the reader and supports learning. Drawing on research, the authors identify the key areas for consideration, addressing questions such as:· Where does leadership reside in collaborating partnerships?· Who exactly are the leaders?· What impact does this leadership have on others –staff, parents, governors, learners?· What kind of leadership development is desirable?They look at the fact that the skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and propose possible ways forward for leadership and consider potential implications for education systems as a whole. They provide both an invaluable insight and also a practical guide for the school leaders of tomorrow.

This book considers the developing nature of school leadership and the impact of new roles for headteachers inside and outside school and system leadership. School leadership is undergoing significant change as headteachers respond to new opportunities and challenges offered to or imposed on them as a result of government policy. There have been increasing calls for transformational change to redesign the school system to provide a suitable workforce for the knowledge economy and to manage the anticipated shortage of future school leaders. Sue Robinson combines her professional experience as a practising primary headteacher and National Leader of Education with recent research into the impact of government policy on the roles of primary heads to offer an analysis of the shifting nature of school leadership. Headteachers have taken advantage of roles available including consultancy, leadership of academies and federations and children's centres.Including interview material with 27 'outstanding' primary headteachers, this is the first book combining research and practitioner insight to show how: heads have managed the educational agenda; how they have built capacity in school to sustain their new internal and external roles; their motivations, insights and experiences; and the implications for government educational policy and leadership development.

This book considers the developing nature of school leadership and the impact of new roles for headteachers inside and outside school and system leadership. School leadership is undergoing significant change as headteachers respond to new opportunities and challenges offered to or imposed on them as a result of government policy. There have been increasing calls for transformational change to redesign the school system to provide a suitable workforce for the knowledge economy and to manage the anticipated shortage of future school leaders. Sue Robinson combines her professional experience as a practising primary headteacher and National Leader of Education with recent research into the impact of government policy on the roles of primary heads to offer an analysis of the shifting nature of school leadership. Headteachers have taken advantage of roles available including consultancy, leadership of academies and federations and children's centres.Including interview material with 27 'outstanding' primary headteachers, this is the first book combining research and practitioner insight to show how: heads have managed the educational agenda; how they have built capacity in school to sustain their new internal and external roles; their motivations, insights and experiences; and the implications for government educational policy and leadership development.