Testimonio as Praxis for a Reimagined Journalism Model and Pedagogy

Abstract

The differences between journalism and testimonio are stark: One is premised on verifiable truths (Mindich, 1998), while the other treats truth as fractional, relative, subjective, and communal (Arias, 2001; Binford, 2001; Delgado Bernal, 2006a; Latina Feminist Group, 2001). Nonetheless, Chicana/o journalism students developing a raced-and-gendered conscious journalism practice have merged the two by utilizing a Chicana feminist inspired testimonio to fashion a journalistic practice that resonates with the racialized experience of communities of color. By examining how student journalists describe their practice, their interviewing and editing techniques, and their published content publish, this essay documents the four ways that testimonio informs these newsgathering efforts. They include: (1) personal vignettes, (2) rhetorical devices that foster transparency, (3) confianza (trust) and reciprocity with interviewees, and (4) collaboration with sources. Consequently, testimonio bolsters efforts to pursue traditionally neglected stories, incorporates reciprocity into newsgathering, and empowers student journalists as agents in the representation and transformation of their communities. It also raises concerns about academic privilege—the advantage college-going Chicanas/Latinas have to edit, frame, collect, and represent stories from their communities. Lastly, it establishes Chicana feminism as a foil for the academic biases in regards to truth and facts and reorients journalists as subjective storytellers rather than impartial beings.

Notes

1. The name of the newspaper, which means “We shall overcome,” has not been changed.

2. The Department of Communication readily considered my proposal and offered the infrastructure to get the course on the books. Monies from the university publication council remain steady in order to cover printing costs. However, the staff only has access to the computer equipment and meeting space where class is held for three hours a week, and only under my supervision, a barrier several faculty in the department felt was necessary to erect because of several unfounded concerns about students using the space outside of regular class hours and on the weekends. It continues to be a challenge to have a space where students can gather and do this work.

3. Names of students have been changed

4. Guerrilleras/os are “warriers of the pen.” The students identify themselves in this way in their bylines.

5. The term “color” refers to both the impact and influence student journalists’ lived experiences has on their worldview and it implies that the very experience they are drawing from is demarcated by race, which is often signified by skin color.