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ABSTRACT
This paper is concerned with the issue of teaching journalism, media, and communication to international students in an increasingly global classroom in Australia. Through an extended example of the international students from China, the paper seeks to answer four questions. First, what are the issues and challenges facing us in our global classrooms, particularly in teaching journalism, media, and communication to international students? Second, what are the learning outcomes that can be expected – by both students and teachers? Third, if Australia is similar to other Western liberal-democratic countries in having these problems, to what extent is our unique position in today’s global geopolitical order posing extra intellectual challenges in the global classroom? Finally, if we are not satisfied with the status quo, is it too ambitious or indulgent to envisage an alternative outcome? The paper argues that it is time we get serious about becoming cosmopolitan in our teaching of journalism, media, and communications. It also argues that scholars in journalism, media, and communication should start treating putting these questions on the research agenda, not just as issues of teaching and learning.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
3. This paper was originally a keynote speech presented to the audience of a communication studies conference.
4. Each of these focus groups consisted of 10 people. It should be noted that not all the participants were majoring in journalism or media and communication: some were studying international relations and commerce.
5. Interview with this student took place in June 2017.
6. Here, I do not want to suggest that investigative reporting aimed at balance and objectivity is not possible in China. From time to time, and on certain issues, there has been ample evidence pointing to journalists testing the boundaries set by the Party. But by and large, especially in the current era of Xi Jinping’s regime, official journalism must first and foremost toe the Party line and perform its core mission of ensuring social stability.
7. For an example of a Western academic who teaches journalism in China, see http://niemanreports.org/articles/teaching-the-science-of-journalism-in-china/.
8. I obtained a report from the academics in the university who commissioned the survey. Although these academics provided me permission to cite findings from the report, they expressed a wish to leave the identity of the institution anonymous.
9. Interview with this academic took place in Melbourne in May 2017.
10. Interview with this academic took place in Sydney in June 2016.
11. Interview with this academic took place in Sydney in June 2017.
12. Conversation with this female student took place in Sydney on 3 August 2017.
13. As I put the finishing touch to this paper in late August and early September 2017, the Australian media were replete with coverage of Chinese students in Australia, mostly within a framework that does precisely that – portraying them as stooges of the CCP. See, for instance, John Garnaut’s article, ‘Our universities are a frontline in China’s ideological wars’, in Australian Financial Review (http://www.afr.com/opinion/columnists/our-universities-are-a-frontline-in-chinas-ideological-wars-20170830-gy74br).
14. Interview with this academic took place in Melbourne in July 2017.
15. Interview with this academic took place in Sydney in June 2017.
Additional information
Notes on contributors
Wanning Sun
Wanning Sun is a Professor of Media and Communication Studies, Faculty of Arts and Social Sciences, University of Technology Sydney (UTS). She is best known for her research on Chinese media and culture, diasporic Chinese media, and rural-to-urban migration in China. She has taught media and communication for more than two decades and in a number of learning environments including China, the United States, and Australia.