Entry Points For Incorporating Gender And Issues Of Gender-Based Violence Into Media Education And Journalism Curriculum At Tertiary Education Institutions In Southern Africa

ENTRY POINTS FOR INCORPORATING GENDER AND ISSUES OF GENDER- BASED VIOLENCE INTO MEDIA EDUCATION AND JOURNALISM CURRICULUM AT TERTIARY EDUCATION INSTITUTIONS IN SOUTHERN AFRICA

Compiled by Patricia A. Made October 2, 2010

1 TABLE OF CONTENTS Introduction 2 Methodology 5 Why curriculum? 5 Transforming media education And journalism training curricular 6 Conclusion 20

2 1. Introduction

This report is a follow-up to the 2010 Gender in media education, An Audit of Gender in Journalism & Media Education (GIME) and Training in Southern Africa, conducted by Gender Links (GL) through the Gender and Media Diversity Centre (GMDC), a partnership between media development and knowledge institutions to collect, connect and collaborate on issues of gender, media and diversity.

In two previous assessments of gender and media training in Southern Africa1, the curriculum of media education and journalism training at tertiary institutions was identified as a key site for transformation. Several of the recommendations in the 2004 Gender in Media Education and Training Audit, which assessed gender mainstreaming in journalism and media education and training at entry and postgraduate level, focused on transforming the curriculum. These included, among others:  Integrate gender into the entire course, otherwise, it will be looked upon as a topic dealt with for a specific time and then forgotten;  Review existing curricula and identify how gender can be incorporated;  Appoint journalism curriculum developers who understand the importance of gender sensitivity and who can then restructure some of the course content to include more gender related issues;  Provide lecturers with resources.

Six years later, the 2010 GIME larger study of 25 tertiary institutions in 14 Southern African countries highlights some of the same concerns. On curriculum the 2010 GIME Audit found that: Although some gender-specific modules have been developed at some institutions, and gender, as well as other issues of diversity, is included in some course content, the attention given to the topic is dependent upon lecturers’ own knowledge and commitment to mainstreaming gender in-depth in the course content.2 his study also found that3:  There are very few institutional structures to ensure that gender is included in the curriculum – only the University of Botswana, the School of Journalism and Mass Communication (SMJC) at the University of Dar es Salaam and the Zambia Institute of Mass Communication (ZAMCOM) had a committee or individual responsible for gender in the curriculum.

1 The 2001 Southern African Media Training Needs Assessment by Colleen Lowe Morna and Zohra Khan and a 2004 audit conducted by Professor Lizette Rabe, Head of Department of Journalism at the University of Stellenbosch of gender in journalism and media education in seven Southern African countries – Botswana, Lesotho, Malawi, Mauritius, Namibia, South Africa and Swaziland. 2 Gender in media education, An Audit of Gender in Journalism & Media Education and Training Southern Africa, 2010 Gender Links, South Africa 3 Gender in media education, An Audit of Gender in Journalism & Media Education and Training Southern Africa, 2010 Gender Links, South Africa

3  And, lecturers cited the lack of knowledge of “how to do it” and the absence of teaching and reading materials on gender and the media as among their leading challenges to incorporating gender more systematically into the curriculum and course content. This report picks up on the recommendation of the 2004 and 2010 audits which calls for a review of existing curricula and identify ways to incorporate gender. Discussing the GIME findings in August 2010 in This review also includes ways to incorporate Zambia. gender-based violence issues into media education and journalism training in line with the strategic role the media can play in ending violence against women. Most of the current literature on gender-based violence and the media illustrates how the media has played a negative role in the coverage and imaging of violence. The representation of women as sex objects and the media’s failure to link gender-based violence to human rights, gender equality and issues of national development, often leads to isolated, sensational reporting. New issues, such as human trafficking and the spread of pornography and violence against women through the new Information and Communication Technologies (ICTs) are under-reported news in media across Southern Africa.

At the 2010 African Union Summit, the United Nations Secretary General Ban Ki-moon urged African leaders to show more political will and leadership by endorsing the UNiTE Campaign to end male violence against women and girls. This campaign was originally launched in 2008 and was introduced to bring a number of UN agencies to work together in ending gender-based violence around the world. The media is strategic to meeting one of the aims of the campaign: to increase social awareness and increase mobilisation around the issue.

Using the media education and journalism curricular of the Polytechnic of Namibia (PON) and the University of Namibia (UNAM), 14 generic courses to both tertiary education institutions’ programmes were chosen to illustrate how gender and issues on gender-based violence can be incorporated more systematically into media education and journalism course content and lectures. And, many of the same courses are taught in the 25 tertiary institutions audited across Southern Africa.

The 14 courses chosen for this study (See Table One) also are a mix of theory and practical courses which form the foundation of media education and journalism education and training.

4 Table One: Entry points for incorporating gender and gender based violence Subjects How to incorporate gender in course content Advanced writing/reporting Develop a module within the course on Mainstreaming Gender in Reporting Communication technology Lectures on women and ICT; the gender nature of ICTs; cyber feminism; the impact of the new technology on the media’s content with respect to gender ; violence against women on the net; case studies on how women are using ICTs to combat GBV (APC’s women’s net project) Communication theory Sessions within the course that introduce students to feminism and feminist communications theories and to gender and media theories Gender and the Media Develop a specific course to introduce students to gender issues in the media Information gathering and Sessions on how to identify women sources; techniques for writing for the media interviewing women as sources; the importance of research and use of sex-disaggregated data; how to develop a gender analysis of issues; the use of gender-responsive language in writing for the media Language for the Media Lectures on how language perpetuates stigma, sexism, discrimination and harm; the use of gender-responsive language to avoid gender stereotypes; the overuse of adjectives and hype Communication/Media ethics Sessions on how to incorporate gender into media ethics, policies and guidelines; the conflict between media operational values and gender-responsive reporting; an understanding of feminist communication ethics/gender and media ethics; ethical considerations in reporting on gender-based violence Communication/Media law Introduce lectures on the international and regional declarations on women’s right to communicate; women’s access to freedom of expression; gender-responsive media policies and regulatory frameworks; censorship, pornography and the media’s construct of violence against women Media studies Introduce specific course content from a module on Gender and the Media Introduction to Radio Introduce sessions within the course on gathering information Production and reporting on issues for radio from a gender perspective Reporting on Gender-Based Can be introduced as new module or incorporated as a module Violence into Advance Reporting/Writing, Magazine Journalism or Specialized Reporting Research methods Methods for researching and analysing the media from a gender perspective which can be incorporated as lectures within existing course on Research Methods Introduction to Television Introduce sessions within the course on gathering information Production and reporting on issues for television from a gender perspective Introduction to Modules and lectures can be incorporated into this course on Photography/Photojournalism gender in the visual media

5 Table Two in this report illustrates in detail what can be done to incorporate gender and gender-based violence, where appropriate, into the courses.

2. Methodology The researcher primarily used her own experience as a media practitioner and media trainer for continuous journalism training and compiler of several training manuals for the media on incorporating gender into reporting to illustrate how gender and gender-based violence can be incorporated into the content of the courses identified. The researcher further used desk-top research and a review of secondary documents – books, journal Patricia Made presenting the GIME findings in articles and training manuals – to compile the analysis of what can be done. Zimbabwe.

The list of courses in this brief study is far from complete; and, it does not include all courses, especially those like Advertising, where the 2010 GIME Audit, found more knowledge among lecturers teaching this area on how to incorporate gender into the course content, teaching and learning and assessments.

The researcher illustrates how gender and gender-based violence can be incorporate into the courses, provides a course description, course objectives, course content and a sample of the types of texts and materials that can be used to facilitate teaching and learning on the content areas. Due to limited experience within tertiary education institutions, this report does not provide guidelines on course credits, assessments and assignments. These aspects are best developed within institutions according to standards and criteria.

3. Why Curriculum? The vision of media education and journalism training is expressed in the design and content of the curriculum. Only 28% of the 25 institutions surveyed in the 2010 GIME Audit stated that gender is a consideration in curriculum, and only three of the institutions, as stated earlier, have institutional mechanisms in place to ensure that gender is mainstreamed in curriculum.

According to the Association of African Universities Mainstreaming Gender in Curriculum module, the curriculum can re-enforce the status quo or it can question the status quo.4 The module goes on to highlight that disciplines that deal with actual production are highly related to human rights, culture and equity. Higher education, it adds, is one of the most important institutions responsible for re-thinking and re-defining reality. As such, it is a key to change.5

4 Association of African Universities Mainstreaming Gender in the Curriculum – Module 4 at aau.org/wghe/gender/toolkit/Toolkit-module4.pdf 5 Association of African Universities Mainstreaming Gender in the Curriculum – Module 4 at aau.org/wghe/gender/toolkit/Toolkit-module4.pdf

6 Media education and journalism training is one of the disciplines that deal with actual production – media content through different forms of media in a society – and a wealth of scholarship, research and media activism has clearly linked the media’s role to either perpetuation gender inequalities, stereotypes and sexism or acting as a catalyst for change through gender-responsive media content and structures. The start of this change can often be in the classroom, since training, like policy, has a key role to play in shaping how media practitioners see, and report on the world.

There are very few examples of how the curriculum of a discipline of study can be transformed using gender. One of the models cited in the literature on gender and curriculum is the incorporation of gender into the Agriculture Faculty at Makerere University in Uganda, which also has a strong Gender Studies programme.

The Agriculture Faculty pioneered the integration of gender into its curriculum as part of Makerere’s Five-Year Strategic Plan during the period of 2002-2007. Implementation of the gender mainstreaming programme was done in four phases6:  Sensitization of executive and academic staff of the faculty on gender issues;  Integrating gender into the faculty’s curriculum;  Review of the gendered curriculum by stakeholders;  Gender training skills for academic staff;  Piloting the gendered curriculum; and  The acquisition of more training materials, with local gender case studies

These four phases would also be advantageous as steps for mainstreaming gender into media education and journalism training at tertiary institutions. Research, development, education and training, provide the tools for transformation; if education is not to provide an endless and unreflective repetition of past history, it will need to base the transformation on new curricular founded on original research and development, rather than on repetition of the clichés of the past.7

6 Association of African Universities Mainstreaming Gender in the Curriculum – Module 4 at aau.org/wghe/gender/toolkit/Toolkit-module4.pdf 7 Association of African Universities Mainstreaming Gender in the Curriculum – Module 4 at aau.org/wghe/gender/toolkit/Toolkit-module4.pdf

7 4. Transforming Media Education and Journalism Training Curricular – Entry Points for Incorporating Gender and Gender-Based Violence into Course Content

The three audits -2001, 2004 and 2010- of media education and journalism training have clearly established media academics’, media trainers’ and media practitioners’ commitment to mainstreaming gender in policies, structures and content and curriculum.

Table two below provides a detailed look at how gender and gender-based violence can be incorporated into a range of courses offered at PON, UNAM and other tertiary education institutions across Southern Africa with media education and journalism training programmes. The courses listed are primarily three-year diploma and undergraduate degree courses.

This exercise provides media education and journalism training lecturers with a review of what can be done within existing courses’ content, outside of a longer curriculum review process. What the exercise also shows is that by systematically incorporating gender and gender-based violence into the course content in the form of lectures and modules within a range of courses offered, gender and gender-based violence issues become mainstreamed. A range of texts and reading materials are cited as examples of what exists both internationally and within the region to help lecturers prepare lectures, develop the course content and development assessments.

Table three provides examples of integrated assessments that include gender. The suggested assessments give education and journalism training lecturers of examples of how to integrate gender into different courses.

8 Table two: Entry Points through Courses for Incorporating Gender and Gender-based Violence into Media Education and Journalism Training at Tertiary Institutions Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Advanced Develop a This course enables Upon conclusion of this  Introduction to the Texts and materials writing/ module within students to become course each student course – Gender (Examples): reporting the course on proficient in should be able to: and the Media, Key  Gender in media Mainstreaming identifying and in  Assess current Issues training, a Gender in information events and  The elements of Southern African Reporting gathering, reporting political, economic, good journalism – tool Kit, Gender and writing in-depth social and Looking for different Links and the stories on the gender development issues types of stories; Institute for the dimensions of all from a gender using gender Advancement of areas reported on by perspective; equality and Journalism, South the media. Students  Understand the women’s rights Africa 2002 will learn the techniques of how instruments for  Women and men techniques of how to to conduct a accountability to make the news, conduct a gender gender analysis of women citizens and Gender and Media analysis of issues issues; the media’s role; Baseline Study through sources, sex-  Demonstrate the techniques of 2003, Gender Links disaggregated data advanced writing verification and Media Institute and the use of skills;  How to conduct a of Southern Africa international,  Demonstration gender analysis of  The Gender and regional and sub- information issues through Media Progress regional instruments collation skills; interviews, Study 2010, on gender equality  Understand how to research and the Gender Links and women’s human get behind the use of sex-  Gender and Media rights. It will focus news to identify the disaggregated data Handbook, A on issue-based in- impact of policies,  Ethical issues – Reporter’s Guide, depth reporting that events and issues stigma, harm, Zambia Institute of is within the media’s on different groups discrimination and Mass watchdog and within society; stereotypes Communications accountability roles.  Know how to use  Writing in-depth and SIDA, 2002 This course could be stories on politics,  Falk, Erika. Women

9 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender introduced as one of the international, economics, human for President: the foundational regional and sub- rights, socio- Media Bias in Eight courses for students regional economic Campaigns. before they take instruments on development from Urbana, IL: specific practical gender equality a gender- University of Illinois journalism courses and women’s perspective Press, 2007. ISBN: such as news writing, human rights as  Editing and story 9780252075117. magazine journalism, part of the media’s preparations  Women, Media and interviewing, watchdog role;  Preparing visuals Politics, edited by introduction to radio  Know the ethical (Imaging women Pippa Norris, and television considerations without Oxford University production, among relevant to the stereotypes) Press, 1997 others media as regards  Business Unusual, to reporting Gender and the without Economy, Gender perpetuating harm, Links stigma, discrimination and gender stereotypes Communica Develop The lectures and/or At the end of this  Introduction to the  ‘The impact of tion lectures and modules will course students will key issues and new information technology modules within introduce students to have: theories on and the overall the gendered nature  An understanding Gender and ICTs communication course on of communication of the key issues and issues on technologies gender and ICT technology, the ways and theories on cyber feminism (NICTS) on the women have Gender and ICTs  The National ICT media embraced the new  Knowledge of Policy and Gender professionals and technologies as well Gender and the  The use of ICTs media content as to the factors that ICT Policy by women in with respect to have impeded framework at Africa gender,’ –UN women’s access to global, regional and  Women’s activism discussion paper the new Lynne Muthoni

10 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender technologies. The national levels using ICTs Wanyeki (2002), sessions also will  Insights into the  The impact of the Available: address the issue of gendered impact of new technology http://www.un.org gender-based ICTs on different on the media’s /womenwatch/da violence and the new forms of media; content with w/egm/media2002 communication  Understand and respect to /r… technologies and analyse the impact gender ;  African Women & how women are of the new media  Violence against ICTs, using ICTs in Africa and communication women on the Investigating for social activism technologies on net; case studies Technology, and for combating women; on how women Gender and violence against  Knowledge of how are using ICTs to Empowerment, women. women are combat GBV edited by Ineke embracing ICTs for (APC’s women’s Buskens and Anne social activism on net project – Take Webb, ZED Books, issues of gender Back the Tech) London, equality and International gender-based Development violence Research Centre, UNISA, 2009  Gender and Community in the Social Construction of the Internet, Leslie Regan Shade, published by Peter Lang, 2002  Gender and Digital Divide Series 2002: Gender, Virtual Seminars

11 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender and Networking, Leslie Shade, Dorothy Okello and Tatjana Sikoska  Engendering ICT Policies in Africa, WSIS Gender Caucus Efforts at siteresources.worl dbank.org  Gender and ICTs, Cutting Edge Pack, Topical Gender Knowledge, BRIDGE, Institute of Development Studies, University of Sussex, UK Communic- Sessions within This module provides At the end of the two-  An introduction to  Delmar, Rosalind. ation the course that an introduction weeks students feminism What is Feminism? theory introduce to feminist will have:  Introduction to edited by Juliet students to theories on  Knowledge of a Feminist Mitchell, and Ann feminism and communication range of feminist Communication Oakley feminist s and feminist communication Theories Critical communications analyses of theories and  Feminists connections: theories and to media. The feminist Perspectives on Feminist studies in gender and course will perspectives on International African contexts, Dr media theories; discuss feminist international Communications Amina Mama in or a two-week theories on the communication;  Difference, Voice Feminisms in module within impact of new  An understand of a and Representation Development: the course on media and

12 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender feminist and digital media – feminist political- in Feminist Contradictions, gender cyber feminism economic critique Communication Contestations and communication – and look at of the current Theory Challenges in theory the relevance global media  An Understanding Development, A. of these landscape; of Cyber feminism Cornwall, A. theories to the  An introduction to  Feminist Issues and Whitehead and E. local context. how women use the Global Media Harrison (eds), The course also communication System 2007 will give techniques and  Feminist students an technologies for Communication understanding development and Theory, Selections of feminist community-based in Context, Lana F. communication initiatives Rakow and Laura theoretical worldwide; A. Wackwitz, perspectives on  An understanding editors, Sage the issues of of how global Publications, 2004 difference, media structures  Feminist voice and and flows have Interventions in representation. impacted on International women’s lives Communication, through their Minding the Gap, representations of edited by Katherine women and the Sarikakis and Leslie utilization of Regan Shade, women in 2008, Rowman and production and Littlefield consumption Publishers, INC The Challenge of Local Feminisms, Women’s Movement in Global

13 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Perspectives, edited by Amrita Basu, Westview Press, 1995. This text has writings from Africa, one of which is The Many Faces of Feminism in Namibia’ by Dianne Hubbard and Colette Solomon Gender and Develop a This course will take At the end of the  Introduction to the  The Glass Ceiling: the Media specific course an analytical and course students will course – A History Women and Men in to introduce critical approach to have: of the Gender and the southern students to the study of the  A critical and Media Terrain African Media, gender issues in media’s (mainstream, analytical  The international Gender Links, 2009 the media, OR traditional and new framework for and sub-regional  Gender and use this media) role in the understanding the legal framework on Communication in module in social constructions media’s role in Gender and the Nigeria: Is this the courses such as of gender with perpetuating and Media Twenty-first Media Studies emphasis on the transforming  Media ownership in Century? C.S. African experience. society’s Africa and Okunna, 1996, The course looks at construction of Implications for Department of the political-economic gender roles and Gender Mass of the media and its gender inequalities Representation Communication, relationship to  Knowledge of the  The Glass Ceilings Nnamdi Azikiwe gender international and in the Media (Media University, Awka: representations in African gender management) Nigeria media texts. equality and  News Production  Critical Reading: Students also will women’s rights and the Encoding Media and Gender, gain an declarations and of Gender Cynthia Carter and understanding of legal instruments

14 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender gender and media that address  Approaches to Linda Steiner, analyses, gender and the Gender and Media editors, Open interpretations and media Research University Press, evaluations of media  An understanding  Gender and Media Maidenhead, content. Students will of the linkages Activism England, 2004 be introduced to the between media  Women and Men international and ownership, Make the News, regional legal newsroom Gender and Media frameworks for management and Baseline Study, advancing gender structures and the Southern Africa, equality in and representation and Gender Links and through the media, exclusion of gender MISA, 2003 and the course will in media editorial  Gender and Media looks at ways of and advertising Progress Study, challenging the content Gender Links, 2010 images and  Knowledge of the  Getting it Right, messages regarding various Gender and Media women and men that methodologies in Southern Africa, audiences receive on used in Africa to Gender Links, 2004 a daily basis from the research gender in media. The course the media and also looks at audiences’ contemporary African responses gender and media  Knowledge of the activism successes and and research.8 challenges in gender and media activism

8 Adapted from Gender and Media in Africa: An Idea for a Curriculum, Africa Gender and Women’s Studies for Africa’s Transformation, Africa Gender Institute, University of Cape Town, http://www.gwsafrica.org/teaching-resources/gender-media/course-outline

15 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Informa- Sessions on The course provides At the end of the  Introduction to  Whose News? tion how to identify instruction and course students will: gender-aware and Whose Views? gathering women practice on how to  Know how to use a gender-blind Southern Africa, and writing sources; incorporate gender gender analysis to reporting in the Gender in Media for the techniques for into the identify news media Handbook, Gender media interviewing newsgathering and stories, new angles  Identifying women Links, 2001 women as interview processes and to re-prioritize as sources – where  Women in the sources; the and in writing for the news values; to look News: importance of mass media.  Understand the  Capturing women’s Strengthening the research and Students will learn difference between voices and stories – Voice and Visibility use of sex- how to generate gender-aware and techniques and tips of Women in the disaggregated story ideas that have gender-blind news for interviewing African Media’s data; how to a gender perspective stories; women Coverage of develop a and how to use sex-  Know how to  Interviewing Elections, Politics gender analysis disaggregated data identify, maintain women in conflict and Governance, of issues; the to inform their and deal with and survivors of IPS Africa, 2004 use of gender- stories. women and men gender-based  Gender, conflict responsive sources; violence: and journalism, A language in  Know how to look Challenges and Handbook for writing for the for and use sex- Suggestions South Asia, Fiona media disaggregated data  Reporting numbers Lloyd and Ross to contextual and and statistics - Howard, UNESCO show differential Where to look and 2005 impact of polices how to use sex  Gender and Media and issues in their disaggregated data Baseline Study stories;  Language for 2003, Gender Links  Know how to gender-responsive and MISA, and gather, structure reporting Gender and Media and report gender- Progress Study aware news and (2010), Gender issues for the Links media.

16 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Language Lectures/modul The lectures and/or At the end of the  Revision of key  Feminist Critical for the es within the module provide sessions students will grammatical Discourse Analysis, Media 1 existing courses students with have: elements through Gender Power and and 2 on how knowledge and skills  Analytical skills to error analysis Ideology in language on how language can identify messages  How bias, Discourse, edited perpetuates perpetuate sexism, and frames discrimination, and by Michelle M. stigma, sexism, stereotypes and constructed by the hype is introduced Lazar, 2005 discrimination harm. Students will media on gender in news writing and  Gender and and harm; the learn how to equality, and editing through the Tabloids in use of gender- incorporate gender- gender identity use of adjectives Southern Africa, responsive responsive language  An understanding  Language and Gender Links, 2008 language to in their writing for of how subtle ethics  Inter Press Service avoid gender the media; they will sexism through  Introduction to Gender Glossary stereotypes; be introduced to language is gender-responsive for the Media the overuse of feminist discourse introduced into language checklists adjectives and analysis to enhance media content and style for hype and critical thinking skills.  Knowledge and writing for the feminist skills on how to media discourse contextualise and  An introduction to analysis analyse information feminist discourse from a gender analysis perspective  Knowledge of the key elements for effective writing Communica Sessions on Lectures or a specific At the end of the  Feminist and  Feminist tion/ how to module within course the student gender and media Communication Media incorporate Communications shall : ethical issues and Ethics, Linda ethics gender into ethics will give  Understand the approaches Steiner, media ethics, attention to an feminist and  Gender Ethics in http://www.commu policies and understanding of gender and media the Newsrooms nication

17 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender guidelines; the feminist and gender ethical approaches and Engendered encyclopedia.com/p conflict and media ethical to the media. Codes of Ethics ublic between media and moral standards  Demonstrate  The gendered  Gender and operational applicable to the awareness of implications of the Advertising in values and mass media, ethical contemporary media Southern Africa, gender- responsibilities of media ethical principles/ethics of Gender Links, 2007 responsive individuals, groups issues such as Accuracy, Fairness  Legally yours, reporting; an and organisations those emerging in and Objectivity Handbook on understanding engaged in media the media’s  Diversity and mainstreaming of feminist message reporting on Stereotypes gender into communication construction, gender-based  Ethical issues in Communication ethics/gender transmission and violence and HIV reporting HIV and Policies, Laws and and media consumption in the and AIDS, and their AIDS and Gender- Codes, GEMSA ethics field of news and relevance to Based Violence 2006 public affairs. The professional media  Gender and  Southern African course also will look behaviour Advertising – Editors’ Forum at the ethical issues  Be exposed to ethical issues (SAEF) Ethical that arise in covering regulatory bodies  Gender, Principles on HIV and imaging Gender- codes that are Photojournalism and AIDS and Based Violence in all engendered and Ethics Gender in Diversity forms of media.  Understand the in Action, Gender strategies for Links and MMP handling ethical 2007 decision-making  Media Ethics, An Introduction and Overview, H. Ronning and Francis Kasoma, Nordic/SADC Journalism Centre, 2002

18 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Communica Introduce The module sits At the end of this  Introduction to the  Feminism, Media & tion/ lectures on the within the semester – module students will international and the Law. edited by Media law international long course on have: African instruments Martha A. Fineman, and regional Communication and  An understanding on gender equality and Martha T. declarations on the Law. Its of how gender and women’s McCluskey, New women’s right emphasis is on inequalities and human rights that York, 1997 to women’s right to sexism impinge on address women’s  Legally yours, communicate; communicate and women’s legal right right to Handbook on women’s access access to freedom of to communicate communicate and mainstreaming to freedom of expression; and to their freedom of gender into expression; international and freedom of expression; Communication gender- African instruments expression in the examples include Policies, Laws and responsive that guarantee public and private the Universal Codes, GEMSA media policies women’s right to sphere; Declaration on 2006 and regulatory communicate and  Knowledge of the Human Rights, the  Only Silence Will frameworks freedom of international and Convention on the Protect You, expression; and on regional Elimination of All Women, Freedom how to mainstream instruments that Forms of of Expression and gender into guarantee women’s Discrimination the Language of Communication right to Against Women Human Rights, Jan Policies, Laws and communicate and (CEDAW), the Bauer, Codes; News and their freedom of SADC Protocol on International censorship- expression; Gender and Centre for Human Pornography,  Knowledge of how Development, Rights and violence and ethics gender should be among others Democratic intrinsic to a  Overview of Development, country’s media, Gender in Media Montreal, 1996 telecommunications Regulation in  The UN Special and ICT policies Southern Africa Rapporteur on the and laws  Equality, Dignity Right to Freedom  Knowledge of the and Freedom of of Opinion and regulatory bodies Expression in the Expression (1995)

19 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender within the country country’s  United Nations and their role in Constitution and High Commissioner ensuring Bill of Rights for Human Rights accountability to  Engendering (UNHCR)- gender equality Regulatory Resolution 2003/42 and to protecting Authorities and  International women from the Policies Covenant on Civil ways in which the  Gender in national and Political Rights media constructs ICT policies  Zikhethele Use the violence  Codes of Conduct Law to End  Developing Domestic Violence, institutional gender Lebogang Malepe policies & Helene Combrinck, Community Law Centre and Tshwaranang Legal Advocacy Centre, 2003

Media Introduce Refer to Gender and studies specific course Media Module modules on outlined above for Gender and the modules on gender Media which can be incorporated into media studies Introductio Introduce The sessions will At the end of the  Mainstreaming  The SADC Gender n to Radio sessions within offer practical sessions, students will gender in reporting and Development Production the course on instruction on the have:  How to develop Protocol Radio gathering skills of broadcast  An understanding radio programmes Series, Roadmap

20 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender information and reporting, of how to on gender equality to Equality, Voices reporting on scriptwriting from a mainstream gender and women’s rights and Views Guide issues for radio gender perspective into their reporting policies and legal for presenters, from a gender and provide students for radio; instruments available from perspective with an  Knowledge on how  Women as sources Gender Links, understanding of the to identify women  Interviewing South Africa power of radio to as sources  Use of gender-  Together We Can capture women’s  Interviewing skills responsive End Human voices and untold  Knowledge and language on the Trafficking, Radio stories skills for developing airwaves spots, Guide for women’s  Beyond urban- the presenters, programmes for use of radio to available from radio capture stories of Gender Links,  An understanding women from South Africa of how sexism is around the country  Gender in media reproduced in  DJs, music and training, a popular culture sexists messages Southern African tool Kit, Gender Links and the Institute for the Advancement of Journalism, South Africa 2002  The Good Women of China, Hidden Voices by Xinran Xinran, Vintage, Canada, 2003  Case studies from local radio programmes

21 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Reporting Can be The course will  An introduction to  Femme Fatalities, on GBV introduced as provide students with Gender-based Representations of new module or an understanding of Violence Strong Women in incorporated as gender-based  The media’s the Media, Rikke a module into violence; the socio- framing of violence Schubart and Advance economic impact of  Labels and Anne Gjelsvik Reporting/Writi gender-based language (editors), Nordic ng, Specialized violence; and look at  Representations of Centre for Media Reporting, the linkages between Gender-Based and Introduction to gender-based Violence in the Communication Radio and violence, culture and Media Research, 2004 Television/Broa HIV and AIDS.  Gender-Based  IPS Manual on dcast Students will gain Violence, HIV and Reporting on Journalism knowledge of how AIDS and Culture Gender-Based the media images  Challenges and Violence, Inter and constructs suggestions for Press Service violence through interviewing Africa, 2009 popular culture and women survivors  Inter-linkages gain skills on how to  Finding the Stats between Culture, do issue-based on Gender-Based Gender-Based reporting on gender- Violence Violence, HIV and based violence.  Reporting on AIDS and Gender-Based Women’s Rights Violence Beyond Training Manual, the Crime Reports SAFAIDS, OXFAM and Court Story Canada and OXFAM America, June 2008  Feminism, Media & the Law. edited by Martha A. Fineman, and

22 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Martha T. McCluskey, New York, 1997  George Gerbner, Television Violence: At A Time of Turmoil and Terror in Gender, Race, and Class in Media, A Text-Reader, Gail Dines and Jean M. Humez, editors, Sage 2003, Second edition  Gender, conflict and journalism, A Handbook for South Asia, Fiona Lloyd and Ross Howard, UNESCO 2005  Covering Violence Against Women, Report on the SADC Media Training Workshop, IPS and Gender Links, 2000 Research Methods for The lectures will At the end of the  Feminist  Feminist

23 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender methods researching and introduce students to lectures students will communication Communication analysing the the research have: methodologies and Methodology at media from a methods used by  Knowledge of the methods http://www.sagepu gender scholars and media variety of research  Gender b.com/upm- perspective can activists that help to on gender and the communication data/6237_Chapter be incorporated recover women’s media both theories and _3_Krolokke_2nd_ into lecture voices and uncover internationally and analysis such as Rev_Final_pdf_2.p sessions on the gender issues in within Africa; critical theory, df media and media and  An understanding critical discourse  Women in Media communications communication of the various analysis, media and News(WIMN)’s research research methods monitoring and Field Guide to that have been analysis Media Research at used to study  Media monitoring http://www.wimno gender and media  Content analysis nline.org/education issues  Qualitative /media_research.ht  Skills for research methods ml conducting media  Global Media monitoring and Monitoring Project content analysis (GMMP) research  Gender and Media Baseline Study(2003) and Gender and Media Progress Study (2010), Gender Links Introductio Introduce The sessions will At the end of the  How to develop  What’s happening n to sessions within offer practical sessions, students will television on Music Television the course on instruction on the have: programmes on Television? A Production gathering skills of broadcast  An understanding gender equality gender role content information and reporting, current of how to and women’s rights analysis, Rita

24 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender reporting on affairs and other mainstream gender policies and legal Sommers-Flanagan, issues for programming on into their reporting instruments John Sommers- television from women, gender for television;  Women as sources Flanagan and Britta a gender equality and women’s  Knowledge on how  Interviewing Davis in Sex Roles, perspective rights issues; and to identify women  Use of gender- Vol 28, Numbers provide students with as sources responsive 11-12, 745-753, 1 an understanding of  Interviewing skills language on the DOl: the power of  Knowledge and television 10.1007/BF002899 television through skills for developing  Imaging and the 91 popular culture –soap women’s construction of  The Warrior operas- and other programmes for gender on Women of forms of television television Television: A entertainment to  An understanding  Violence and Feminist Cultural perpetuate gender of how sexism and gender stereotypes Analysis of the New stereotypes, and to violence against in popular culture Female Body in construct and women is and television Popular Media, perpetuate violence reproduced in series Dawn Heinecken, against women popular culture on Peter Lang television Publishing, Inc., 2003  Is that Rape on TV?: A Feminist Analysis of Law and Order: Special Victims Unit, Lauren Benatti, url: http://www.allacad emic.com/meta/P1 70921_index.html  Television and Women’s Culture, The Politics of the

25 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender Popular, edited by Mary Ellen Brown, reprinted 1994, Sage Publications Introductio Modules and The lectures and At the end of this  Sex, gender and  Picture Our Lives, n to lectures can be modules will course students will stereotypes in Gender and Photograph incorporated introduce students to have: photojournalism images in y/ into this course gender and media  An understanding  A historical look at Southern Africa, A Photojourn on gender in visual literacy of gender and gender and manual for alism the visual providing them with imaging of women images Trainers, SAMSO media an understanding in the visual  Gender in the and Gender Links, and analytical skills media; visual media 2003 on how gender  Gender analysis  The  Gender Relations stereotypes are skills to spot photojournalist’s and Women’s constructed through gender work and ethical Images in the photojournalism. The stereotypes and responsibilities Media, Dorothy lectures also will sexism in  Gender, images Mbilinyi and cover globalisation photography and and ethics Cuthbert Omari, and its impact skills and  Gender, images editors, Dar es through the new techniques on how and globalisation Salaam University ICTs of moving to avoid  Imaging women Press, 1996 pornographic and perpetuating these as sex objects  The Media and violent imaging of stereotypes in  The global Body Image, women worldwide; their own movement of Maggie Wykes & and at how fashion photographic violence against Barrie Gunter, adverts and work; women through Sage Publications, photography  Knowledge of images using the 2005 construct women’s media and new ICTs body images. journalism ethics for photojournalism

26 Subjects How to Course /Module Course/ Module Course/ Module Examples of incorporate description objectives content readings gender with a focus on gender

27 Additional reading:

Mainstreaming gender in reporting  Gender, HIV/AIDS and Rights, Training Manual for the Media, Inter Press Service (IPS), 2002  How to Report Culture, Religion and Gender: A Training Manual for Journalists, IPS Africa, 2001  IPS Gender and Development Glossary for the Media, 2002 and revised in 2009  Whose News? Whose Views? Southern Africa, Gender in Media Handbook, Gender Links, 2001  Women in the News: Strengthening the Voice and Visibility of Women in the African Media’s Coverage of Elections, Politics and Governance, IPS Africa, 2004  Women, Media and Sport, Challenging Gender Values, Pamela J. Creedon, Sage, 1994  Gender Links Virtual Resource Center (VRC), an online compilation of media articles from across Southern Africa which can be used to teach the good and bad aspects of reporting and editing of a variety of issues from a gender perspective. The VRC can be found at www.genderlinks.org.za

Gender and the Media  Gender, Race, and Class in Media, A Text-Reader, Gail Dines and Jean M. Humez, editors, Sage Publication, second edition, 2003  Media and Male Identity, The Making and Remaking of Men, J.R. Macnamara, Palgrave MacMillan, 2006  Gender Setting, New Agendas for Media Monitoring and Advocacy, Margaret Gallagher, ZED Books, 2001  Anthea Garman in Rhodes Journalism Review 15, November 1997, Potential: Who’s got it? Available: http://www.rjr.ru.ac.za/rjrpdf/rjr_no15/potentia  Ferial Haffajee in Rhodes Journalism Review 26, September 2006, Gender Equality? Eish, Available: http://www.rjr.ru.ac.za/rjrpdf/rjr_no26/gender%2…  Lizette Rabe in Rhodes Journalism Review 26, September 2006, Glass Ceiling, Concrete Ceiling Available: http://www.rjr.ru.ac.za/rjrpdf/rjr_no26/glass%20…  African Gender Institute (AGI) newsletter vol 11, December 2002, ‘The road to a gender- sensitive media: challenges and prospects,’ by Goretti Nassanga Available: http://web.uct.ac.za/org/agi/pubs/newsletters/vo…

Communication theory  African Women & ICTs, Investigating Technology, Gender and Empowerment, edited by Ineke Buskens and Anne Webb, ZED Books, London, International Development Research Centre, UNISA, 2009  ‘ The impact of new information and communication technologies (NICTS) on the media professionals and media content with respect to gender,’ –UN discussion paper Lynne Muthoni Wanyeki (2002), Available: http://www.un.org/womenwatch/daw/egm/media2002/r…  Communication/Media Law  Diversity in Action, HIV and AIDS and Gender Policies in Newsrooms, Media Action Plan Handbook, Second edition, Gender Links, 2007  Reporting on Gender-Based Violence

28  Empowering Messages What you should know: Strategic Communication and Gender- Based Violence, Media Monitoring Africa

Introduction to Television Production  Featuring Females, Feminist Analyses of Media, edited by Ellen Cole and Jessica Henderson Daniel, 2005, American Psychological Association

5. Using assessment as an entry point to mainstream gender and gender based violence indicators

Many academics point to the difficulty of mainstreaming gender in journalism and media education and training curricula due to institutional bureaucracy and time consuming processes. One strategic way to mainstream gender is through assessments. Table three outlines examples of assessments.

29 Table three: Examples of assessments that integrate gender

DESCRIPTION OF ASSESSMENT LEVEL WHAT IS COURSES TO BE ASSESSMENT CRITERIA SUBMITTED ASSESSED 1. Find a copy of the State of the nation Third  Feature article  Advanced writing/  Has the student done a and Budget speech after the opening of  Evidence of reporting comprehensive analysis of the parliament. Do a gendered analysis of research  Research methods speeches? both speeches. You will need to:  Transcripts of  Language for the  Does the student make the links  Find a full transcript of both interviews media between government strategy speeches done and spending?  Identify any references to gender  Does the article have a balance of or women’s empowerment sources?  What do the references imply?  Is the analysis backed by  Interview men and women about research? what these references mean to  Is the article written in simple them accessible language? 2. Monitor a radio talk show for a period First  A report  Introduction to Radio  Has the students completed the of a month. Monitor five editions of the  Monitoring Production monitoring sheets effectively? radio talk show. Identify the following: sheets  Communication/Media  Does the analysis go into  The host ethics sufficient depth?  Host’s sex  Research methods  Topic  Who calls and their sex  What do they say Based on your monitoring do an analysis of the findings considering the following:  What kinds of topics are being covered?  Do they include gender dimensions?  How many women and men call in?  What do they say?  Why do more women/men call in? 3. Attend a rape case in court. Write a Second  A news article  Information gathering  Is the article written in simple news article on the court proceedings. and writing for the accessible language? Ensure that your article includes media  Does the story include the voices relevant interviews.  Language for the of people directly affected by

30 DESCRIPTION OF ASSESSMENT LEVEL WHAT IS COURSES TO BE ASSESSMENT CRITERIA SUBMITTED ASSESSED Media 1 and 2 rape?  Communication/Media  Does the student understand the ethics ethical and legal considerations  Communication/Media when covering rape cases? law 4. Collect three images from magazines Second  A power point  Gender and the Media  Does the student use power point and record two adverts from television.  Artefacts  Introduction to effectively? Using the artefacts you have collected Television Production  Does the student present prepare a five minute power point  Introduction to effectively? presentation that you will present to Photography/  Does the presentation illustrate the class. The power point presentation Photojournalism an understanding of stereotypes? must include the following:  Does the strategies for change  What message does the show an understanding of how image/advert want to get across? gender stereotypes could be  How is that accomplished? changed?  What gender stereotypes are perpetuated through the images/adverts?  How can these be changed? 5. Using the Internet go to Third  An academic  Communication  Does the paper follow the www.google.com. Search for “girls” in paper technology accepted standards of academic images. What images come up? Why  Communication papers? do you think this is so? Does the theory  Does the paper illustrate an Internet pose a threat to women? In  Communication/Media understanding of how the what ways? law Internet poses a threat to women?  Does the student understand the legal implications of the images found on google?

31 6. Conclusion

This report provides an overview of what can be done and is in no way exhaustive of the various ways in which gender and gender-based violence can be incorporated into the content of media education and journalism training programmes at tertiary institutions. The review provides a basis for further discussions with lecturers, students and media practitioners by providing concrete examples on how curriculum can be transformed.

The Association of African Universities Mainstreaming Gender in the Curriculum Module also points to several other measures departments should consider in curricular transformation.

These include9:  More participatory teaching methodologies which will give equal opportunities for women students to participate more actively, such as tutorial sessions run by women students, research projects related to gender issues (and gender-based violence) in the department;  Conduct research and development into gender aspects of media, gender and media and gender-based violence and media issues. The research and development can become the materials to be used for curriculum reform based on the African reality;  The utilization of distance education and mass media to strengthen higher education, which can be advantageous to women and girls by providing greater flexibility; and  Partnerships with institutions in Africa to share models and best practices on how to use gender to transform curriculum

9 Association of African Universities Mainstreaming Gender in the Curriculum – Module 4 at aau.org/wghe/gender/toolkit/Toolkit-module4.pdf