When it comes to teaching about race, journalism and mass communication faculty from various backgrounds must deliver instruction that acknowledges the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students.
Race should be a topic infused across the curriculum at the undergraduate and graduate level in institutions large and small, public and private. This takes a holistic approach with authors from a range of racial and ethnic backgrounds at small, mid-size, and large research institutions offering their insights. More than teaching tips, the chapters here offer wisdom grounded in the research of the scholarship of teaching and learning, which allows scholars to both inform their teaching with empirical research and share successful pedagogy with others.
Robin Blom is associate professor and graduate director of journalism at Ball State University. He is director of the Unified Research Lab (URL), where he facilitates eye-tracking, virtual reality, psycho-physiology, and gaming studies with more than a dozen faculty and student researchers.
George L. Daniels is associate professor of journalism and creative media at The University of Alabama. He is immediate past head of the AEJMC Minorities and Communication Division and is a nationally certified master journalism educator (MJE) and the inaugural Faculty Fellow for Diversity & Inclusion for the Broadcast Education Association.
Foreword. Melody T. Fisher, Mississippi State University
Introduction. George L. Daniels, The University of Alabama, and Robin Blom, Ball State University
Part I: Structural Changes
Chapter 1. Radically Transforming Programs and Syllabi, Danielle K. Kilgo, University of Minnesota
Chapter 1 Perspective. Creating Spaces of Collective Unlearning, Angie Chuang, University of Colorado
Chapter 2. Incorporating a Critique of Coloniality, Ilía Rodríguez, University of New Mexico
Chapter 2 Perspective. Teaching Race within an Intersectionality Framework, Nathian S. Rodriguez, San Diego State University
Chapter 3. Committing to Excellence in Diversity and Accreditation, Mia Moody-Ramirez, Baylor University
Chapter Perspective 3. Teaching Diversity at HBCUs Requires a Deeper Dive, Robbie R. Morganfield, North Carolina A&T State University
Part II: Positionality in the Classroom
Chapter 4. When the Lecturer Is a Minority, Alfred J. Cotton III, University of Cincinnati
Chapter 4 Perspective. When the Lecturer Is Biracial or Multiracial, Elliott Lewis, Syracuse University
Chapter 5. When the Lecturer Is a Majority Brian J. Bowe, The American University in Cairo
Chapter 5 Perspective. When the Majority Lecturer Is in the Minority, Gregory Adamo, Morgan State University
Chapter 6. When the Lecturer Is International, Masudal K. Biswas, Loyola University Maryland
Chapter 6 Perspective. When the Lecturer Is from a Different Culture, Mariam F. Alkazemi, Virginia Commonwealth University
Part III: Guidance and Mentorship
Chapter 7. Teaching Diversity in Immersive Learning Courses, Gabriel B. Tait, Ball State University
Chapter 7 Perspective. Cultural Understanding of Diverse Communities, Aqsa Bashir, University of Florida
Chapter 8. Diversity Issues in Campus Newsrooms and Agencies, Tamara Z. Buck, Southeast Missouri State University
Chapter 8 Perspective. Covering Race Panic Stories and Diversity Flare-Ups, Cristina L. Azocar, San Francisco State University
Chapter 9. Embracing a Pedagogy of Pain, Meta G. Carstarphen, The University of Oklahoma
Chapter 9 Perspective. Confronting Color-Blindness, Keonte Coleman, Middle Tennessee State University
Chapter 10. Guiding Research in Issues of Diversity and Difference, Troy Elias, University of Oregon
Chapter 10 Perspective. Mentoring Students of Color, Maria De Moya, DePaul University
Afterword. Of Insurrection, Injustice, and a Racial Reckoning, Deb Aikat, University of North Carolina at Chapel Hill
Appendix I. ACEJMC Standard 2: Curriculum and Instruction
Appendix II. ACEJMC Standard 4: Diversity and Inclusiveness
About the Editors and Contributors
A timely and useful addition to AEJMC’s master class series, this book provides valuable information for the instructor of mass communication classes that focus on race. Editors George Daniels and Robin Bloom have collected articles that expertly guide the instructor on effective strategies for teaching race and managing difficult conversations.
Teaching Race is a well-written and potentially transformational volume that should be read by all journalism and mass communication educators. Editors George Daniels and Robin Blom have gathered an impressive array of dedicated scholar/educators who present vital content and pose necessary challenges to all who care about diversity, equity, and inclusion -- in media and beyond.
These diverse scholar voices present research and personal perspectives that help us to see and understand their different dynamic experiences and strategies in teaching about race. The wealth of riveting research topics presented, the blend of stimulating narratives and the various curriculum strategies offered, makes this book a very timely and valuable acquisition.