Entry Points in Course Content

 “Higher education is one of the most important institutions responsible for re- thinking and re-defining reality. As such, it is key to change.”

 An important component in changing the sexism and other forms of inequalities that permeate newsrooms and media content  The incorporation of feminist, and gender and media issues into media education and journalism training at tertiary level is a strategic step for producing future media practitioners who will think differently, speak differently and work differently when it comes to the portrayal and representation of women, and to giving ‘voice’ to them and the issues that greatly impact upon their development in our societies.

 “If the students leave this School and go into the job market without having appreciated and embraced gender issues, and without a critical mind that questions, challenges and condemns gender injustices, then we would have failed as an institution.” Dr Bernadette Killian, Dean of the School of Journalism and Mass Communications, University of Dar es Salaam

 A 2004 Audit and the 2010 Audit of Gender in Media Education and Journalism Training identified as a key site for transformation.  The Association of African Universities Mainstreaming Gender in Curriculum module, the curriculum can re-enforce the status quo or it can question the status quo. The module goes on to highlight that disciplines that deal with actual production are highly related to human rights, culture and equity.

 Integrate gender into the entire course, otherwise, it will be looked upon as a topic dealt with for a specific time and then forgotten;  Review existing curricula and identify how gender can be incorporated;  Appoint journalism curriculum developers who understand the importance of gender sensitivity and who can then restructure some of the course content to include more gender related issues;  Provide lecturers with resources.

 Although some gender-specific modules have been developed at some institutions, and gender, as well as other issues of diversity, is included in some course content, the attention given to the topic is dependent upon lecturers’ own knowledge and commitment to mainstreaming gender in- depth in the course content

 There are very few institutional structures to ensure that gender is included in the curriculum – only the University of Botswana, the School of Journalism and Mass Communication (SMJC) at the University of Dar es Salaam and the Zambia Institute of Mass Communication (ZAMCOM) had a committee or individual responsible for gender in the curriculum.  And, lecturers cited the lack of knowledge of “how to do it” and the absence of teaching and reading materials on gender and the media as among their leading challenges to incorporating gender more systematically into the curriculum and course content

 Sensitization of executive and academic staff of the faculty on gender issues;  Integrating gender into the faculty’s curriculum;  Review of the gendered curriculum by stakeholders;  Gender training skills for academic staff;  Piloting the gendered curriculum; and  The acquisition of more training materials, with local gender case studies

 What political support is there in your institution for engendering the curriculum?  What technical support is there?  What financial support is there?  Will transformation of the curriculum be rewarded in some way, such as promotion or for an academic recognition?  Who are the dedicated champions of curricular reform along gender lines in your organisation?  How can you get more support within your organisation? What financial support? 

 More participatory teaching methodologies which will give equal opportunities for women students to participate more actively, such as tutorial sessions run by women students, research projects related to gender issues (and gender- based violence) in the department;  Conduct research and development into gender aspects of media, gender and media and gender- based violence and media issues. The research and development can become the materials to be used for curriculum reform based on the African reality;

 The utilization of distance education and mass media to strengthen higher education, which can be advantageous to women and girls by providing greater flexibility; and  Partnerships with institutions in Africa to share models and best practices on how to use gender to transform curriculum