ABSTRACT
Journalism education has often operated in the tense space of training practitioners to report and tell stories in the context of an industry that is continually disrupting and being disrupted. Increasing distrust in civic institutions and authorities, including journalism, combined with unregulated digital platforms and social networks, has sparked a landscape for journalism that makes it impossible to fulfil its civic purpose. Journalism’s capacity to help citizens to take action and participate meaningfully in their communities is impeded by practices and principles that emerged in a different cultural context and are now being weaponised against its very mission. This chapter argues for journalism education to embrace civic intentionality: through the explicit focus on transformative media pedagogies and prioritising meaningful engagement that emerges from the intersection of the personal and the public, the critical and the creative, the concept and the application. Our chapter will highlight this pedagogical approach in action, through the Salzburg Academy on Media & Global Change, a global project that applies transformative media pedagogies to a diverse cohort of aspiring journalists and storytellers from around the world. Through describing the Salzburg Academy model, this chapter will highlight both the processes and practices that place civic intentionality and transformation at the centre of a journalism education process.
