About Open Access
Journalism education after Leveson: Ethics start where regulation ends
Lookup NU author(s)
Dr David Baines
Dr Darren Kelsey
Baines D, Kelsey D
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Theory and practice in journalism education are not separate, binary entities; they are interlinked, interrelated and interdependent. This paper argues that a crisis of trust in British journalism, which led to the 2012 Leveson Report, highlights the need for an ethical and practical turning point in British journalism education. By considering more nuanced, active, informed notions and understandings of ideology and political economy we argue that incorporating critical frameworks into journalistic education provides the reflexive, philosophical and theoretical tools necessary for developing future journalism education, post-Leveson. In conclusion, we propose that attention to Aristotle’s concept of phronesis – usually translated as ‘practical wisdom’ – has much to offer journalism educators, encouraging a ‘culture of informed dialogic engagement’, which offers the promise of eroding the often prevailing ‘cult of the leader’.
Abramis Academic Publishing
Newcastle University Library, NE2 4HQ, United Kingdom. Tel: 0044 (191) 222 7657
©2017 Newcastle University Library