This paper reports on a service-learning public journalism project in which postgraduate journalism students explore ways to engage with and report on diverse communities. Media scholars have argued that news media, and local newspapers in particular, must re-engage with their communities. Likewise, journalism studies scholars have urged educators to give journalism students greater opportunities to reflect on their work by getting out among journalism’s critics, often consumers or citizens concerned about content and the preparation of future journalists. The challenge for journalism educators is to prepare students for working in partnership with communities while also developing their ability to operate reflectively and critically within the expectations of the news media industry and wider society. The aim of this project has been to help students find ways to both listen and lead in a community, and also reflect on the challenges and critiques of community journalism practices. The project began in 2013 with stories about residents’ recovery following the devastating 2011 Canterbury earthquakes, and aimed to create stories that could contribute to community connection and engagement, and thereby resilience and recovery. The idea was inspired by research about post-disaster renewal that indicated that communities with strong social capital and social networks were more resilient and recovered more quickly and strongly. The project’s longer-term aim has been to explore community journalism practices that give greater power to citizens and communities by prioritising listening and processes of engagement. Over several months, students network with a community group to identify subjects with whom they will co-create a story, and then complete a story on which they must seek the feedback of their subject. Community leaders have described the project as a key example of how to do things “with people not to people”, and an outstanding contribution to the community-led component of Canterbury’s recovery. Analysis of student reflections, which are a key part of each year’s project, reveals the process of engaging with communities has helped students to map community dynamics, think more critically about source relationships, editorial choices and objectivity norms, and to develop a perspective on the diverse ways they can go about their journalism in the future. Each year, students partner with different groups and organisations, addressing different themes each time the project runs. For 2016, the programme proposes to develop the project in a new way, by not just exploring a community’s stories but also exploring its media needs and it aims to work with Christchurch’s new migrant Filipino community to develop the groundwork for a community media and/or communication platform, which Filipino community leaders say is a pressing need. For this iteration, journalism students will be set further research tasks aimed at deepening their ‘public listening’: they will conduct a survey of community members’ media use and needs as well as qualitative research interviews. It is hoped that the data collected will strengthen students’ understanding of their own journalism practice, as well as form the basis for work on developing media tools for minority groups who are generally poorly represented in mainstream media. In 2015, the journalism programme surveyed its community partners and held follow-up interviews with 13 of 18 story subjects to elicit further feedback on its news content and thereby deepen understanding of different community viewpoints. The survey and interview data revealed the project affected story subjects in a number of positive and interesting ways. Subjects said they appreciated the way student reporters took their time to build relationships and understand the context of the community groups with which they were involved, and contrasted this with their experience of professional journalists who had held pre-conceived assumptions about stories and/or rushed into interviews. As a direct consequence of the students’ approach, participants said they better trusted the student journalists to portray them accurately and fairly. Most were also encouraged by the positive recognition stories brought and several said the engagement process had helped their personal development, all of which had spin-offs for their community efforts. The presentation night that wraps up each year’s project, where community groups, story subjects and students come together to network and share the final stories, was cited as a significant positive aspect of the project and a great opportunity for community partners to connect with others doing similar work. Community feedback will be sought in future projects to inform and improve successive iterations.
The University of Canterbury and student's association still need a further $5m to reopen the UCSA building badly damaged in the 2011 earthquake.
A photograph of four UCSA Exec members hosting a barbecue on Ilam Fields in September 2016.
A video of a presentation by Tariq Habibyar, PhD student at the University of Canterbury, at the 2016 Seismics in the City Conference.
A review of the week's news including... An immigration lawyer says 'paying for jobs' is so rampant in New Zealand there needs to be a fresh look at powers available to officials, criminals are using sex to blackmail Indian male students, Auckland lays out its plan to spend 83 billion dollars on transport, the electrified section of the main trunk line between Auckland and Wellington could be mothballed, frustrated advocates are calling for better reporting of suicides committed by current and former members of the military, doctors say making voluntary euthanasia legal would involve many complex and difficult decisions and New Zealand should avoid it, the Morning Report Wellington mayoral candidates debate, a Maori fisheries body wants the Maori Party to abandon its support for the Government if plans for a Kermadec ocean sanctuary go ahead unchanged, Maori representation becomes a virtual no-go area for those vying for public office in New Plymouth, Colin Craig denies ever sending his former press secretary explicit text messages, the United Nations Committee on the Rights of the Child raises concerns about the naming of the new children's ministry, MPs hear emotional pleas from the family of soldiers killed in action and buried in Malaysia for the government to bring their remains home, Bruce Springsteen and the E Street Band will perform in Christchurch on the eve of the sixth anniversary of the Canterbury earthquakes this summer and Prince Charles praises New Zealand soldiers who fought at the Somme at a centennary ceremony in Northern France.
The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future
ANDREW LITTLE to the Prime Minister: Does he have confidence in the Minister for Building and Housing given the falling rate of homeownership, especially among young people?
RON MARK to the Prime Minister: Does he stand by all his statements?
MATT DOOCEY to the Minister of Finance: Does he stand by his statement that “There are more jobs, and people are being better paid”; if so, why?
Dr MEGAN WOODS to the Minister supporting Greater Christchurch Regeneration: Does he agree with the Prime Minister, who said with regard to the Canterbury earthquakes, “on behalf of the Government, let me be clear that no one will be left to walk this journey alone”; if so, does he think all relevant information prepared by his Government has been made available to Cantabrians to assist them in navigating post-earthquake decisions?
METIRIA TUREI to the Prime Minister: Ka tū a ia i runga i te mana o āna kaupapa here Kāwanatanga katoa, nē?
Translation: Does he stand by all his Government’s policies?
Dr JIAN YANG to the Minister of Education: What recent announcements has she made about expanding 21st century learning options for parents and whanau?
CHRIS HIPKINS to the Minister of Education: How will her Communities of Online Learning (CoOL) proposal differ from online charter schools in the United States, given a study partially funded by a private pro-charter foundation found students attending those schools lost an average of about 72 days of learning in reading, and 180 days of learning in maths during the course of a 180-day school year?
CATHERINE DELAHUNTY to the Minister for the Environment: Will he commit to a regulatory regime that includes swimmable rivers in light of the comment from a Havelock North café owner who said that, “we’d trade all the compensation in the world if it would spur the Government into tidying up or cleaning up the waterways”?
IAIN LEES-GALLOWAY to the Minister of Immigration: How many of the 209,000 work visas issued last year were for occupations on one of the Essential Skills in Demand lists?
JONO NAYLOR to the Minister of Police: What is the Police doing to assist potential victims of family violence?
STUART NASH to the Minister of Police: Does she believe that the Police have enough resources to implement their part of the Prime Minister’s 2009 promise to use the full force of the Government’s arsenal to “confront the P problem” given that P is cheaper, and as easy as it was to get in 2008?
PAUL FOSTER-BELL to the Minister for Primary Industries: What recent reports has he received on growth in wine exports?
