Objectivity,advocacy,and critical pedagogy in the race,gender,and media classroom: Individual,interpersonal,and structural tensions and recommendations

Abstract

The United States is in the midst of an historical moment of heightened awareness and division regarding the experiences of people of color, women, and the LGBTQ+ community. Activism around social justice, equality, and identity is transforming society, media, and campuses. In this super-charged climate and context, the stakes involved in courses that examine the interplay between race, gender, and media are high. Diversity initiatives have been a formal part of the accrediting process for journalism programs since the 1980s, and race, gender, and media courses are elective or required in many programs. This article, based on in-depth interviews with 11 seasoned instructors – many of whom had careers in the media professions before turning to the classroom – finds that these instructors contest the value of traditional objectivity in upper-level journalism courses, but they have not thoroughly embraced advocacy, either. Instructor race and gender identity, student body diversity, as well as instructor rank, all have an impact on the instructors’ perception of vulnerability or freedom to teach this sensitive material. Instructors of these courses experience individual, interpersonal, and structural tensions regarding the objectivity/advocacy balance in their classrooms. Since individual-level tensions may be a sign of healthy introspection, resolution may not be necessary. Suggestions for managing interpersonal tensions specific to race, gender, and media classrooms are offered. It is also recommended that the inherent structural tensions are taken into account in promotion and tenure decisions.