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Abstract

This research used interviews with producers and sources in news about racial disparities to understand obstacles in covering issues involving race. These data along with a Deweyan framework informed the creation of a service-learning class called “Journalism for Racial Justice: Amplifying Voices in Local Communities” aimed at better aligning the journalism profession with more inclusive democracy. Students explored how their privileges affected reporting, redefined roles of “source” as relational in collaborative work, and worked to build trust with wary citizens to knit communities together in conversation. It promotes a relational journalism, positioning reporters as within community as opposed to apart.

Keywords

Dewey journalism education race

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Teaching Journalism for Better Community

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