Abstract
Climate change coverage peaks only during the annual global summits on climate change. Even in normal times, the coverage is mostly from sources in the West. Environmentalists and bio-safety activists in India are opposed to the cultivation of edible genetically modified crops for the reasons that it will affect the bio-diversity of brinjal (egg plant) farming, that it is harmful to humans, and pests are likely to develop resistance to Bt toxins. On the other hand, scientists who support Bt brinjal argue that Bt brinjal is needed to reduce crop loss due to pests and to cater to the rising demands for the widely consumed vegetable. These are some of the issues which should be dealt by mandatory environmental studies in colleges. This article examines the following questions. How environmentally-conscious or equipped are media educators in India to teach these areas of concern? How far are these concerns reflected in the journalism curricula? How can environmental education be effectively incorporated as a compulsory part of media and journalism education in the Indian context?
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