Abstract: Table of Contents: (*= updated + = new) *Preface. 1. *Laying a Foundation for Studying Race, Gender, and the Media. I. AUDIENCES. 2. Considerations of Media Effects. The Social Psychology of Stereotypes: Implications for Media Audiences, Bradley W. Gorham. +"He was a Black Guy:" How News's Misrepresentation of Crime Creates Fear of Blacks, Travis L. Dixon. +Believing Blogs: Does a Blogger's Gender Influence Credibility?, Cory L. Armstrong & Mindy McAdams. All I Really Needed to Know (About Beauty) I Learned by Kindergarten: A Cultivation Analysis, Susannah R. Stern. Body Image, Mass Media, Self Concept, Michelle A. Wolf, Sandra L. Nichols, & Dave Decelle. 3. Audience Reception, Use, and Interpretation of Media Content. "Why Don't You Act Your Color?": Pre-Teen Girls, Identity, and Popular Music, Pamela J. Tracy. *"Women Who Look Like Me": Cultural Identity and Reader Responses to African American Romance Novels, Gwendolyn E. Osborne. +Finding Home in a Song and a Dance: Nation, Culture, Bollywood, Sheena Malhotra. +Audience Interpretations of "Crash," Debbie A. Owens. "Bamboozled?": Audience Reactions to a Spike Lee Film, Dwight E. Brooks & George L. Daniels. Arguing Over Images: Native American Mascots and Race, C. Richard King. The Relevance of Race In Interpreting a TV News Story, Rebecca Ann Lind. II. CONTENT. 4. Journalism, Advertising, and Public Relations. Interpreting Media Representation at the Intersections of White and Christian Supremacy, Jaideep Singh. +What's In a Name?: Framing the Immigration Story, Patti Brown. *Confronting the Front Pages: A Content Analysis of U.S. Newspapers, Cynthia M. Lont & M. Junior Bridge. +Online News and Race: A Content Analysis of the Portrayal of Stereotypes in a New Media Environment, Christopher S. Josey, Ryan J. Hurley, Veronica Hefner & Travis L. Dixon. "The More You Subtract the More You Add": Cutting Girls Down to Size in Advertising, Jean Kilbourne. +Gambling with Identity: American Indian Self-Representations on Tribal Web Sites. Susan Dente Ross & David Cuillier. +Consuming Orientalism: Images of Asian/American Women in Multicultural Advertising, Minjeong Kim & Angie Y. Chung. 5. Film and Entertainment Television. Race, Hierarchy, and Hyenaphobia in "The Lion King," Naomi Rockler-Gladen. +Wicked Stepmothers Wear Dior: Hollywood's Modern Fairy Tales, Lea M. Popielinski. Hip-Hop Sees No Color: An Exploration of Privilege and Power in "Save The Last Dance," Leslie A. Grinner. +The White Man's Burden: Gonzo Pornography and the Construction of Black Masculinity, Gail Dines. +"Me, Only Better!": Reality Makeover Television and Post-Feminist Gender Ideology, Laura Portwood-Stacer. +The Feminist Facade: The Construction of the Female Presidency on Prime-Time Television, Emily Berg. Talking about Racism on the "Oprah Winfrey Show," Janice Peck. +Queer Life for the Straight Eye: Television's Commodification of Queerness, Laura Stempel. 6. Music and New Media. * "Music to Riot By": Calls to Racial Violence in the Oi! Music Scene, Jody M. Roy. Eminem in Mainstream Public Discourse: Whiteness and the Appropriation of Black Masculinity, Jon B. Martin & Gust A. Yep. +The Gendered Practice of Music Fandom Online, Marjorie Kibby. +Women on Women: The Representation of Women by Female Rap Artists, Katie Blevins & Adrienne Biddings. *Pixel Pinups: Images of Women in Video Games, Nina B. Huntemann. +Community Blogging as Relational and Identity Resolution: Gender, Race and the "PostSecret" Phenomenon, Jody D. Morrison. +Pink Sofas, Purple Roofs: Lesbians in Online Chat, Rob K. Baum. *Cyber-Hate and the Disinhibiting Effects of Anti-Gay Speech on the Internet, Cynthia A. Cooper. III. PRODUCTION. 7. Producing Documentary and Entertainment Programming. "Who Is the Market for This Film?" The Politics of Distributing "Mixing Nia," Ralina L. Joseph. Barricaded Intersections: "Any Day Now" and the Struggle to Examine Ethnicity AND Gender, Amanda D. Lotz. Locating Butch in "Out of Bounds:" Female Football Players, Expressions of Masculinity, and Participatory Cinema, Cynthia Conti. The "Tom Joyner Morning Show:" Activist Urban Radio in the Age of Consolidation, George L. Daniels & Dwight E. Brooks. 8. Media and Related Organizations. +Using Feminist Standpoint Theory to Discover Latinas' Realities in Public Relations Organizations, Donnalyn Pompper. +Women in Television and Radio News, Robert A. Papper. Women in British Broadcasting: An Examination of Perceived Opportunities and Constraints, Rebecca Ann Lind. +American Journalism and the Politics of Diversity, Rodney Benson. 9. *Epilogue: Concluding Thoughts, Additional Resources. Contributors. Appendix: Alternate Tables of Contents.

Abstract: Preface 1. Children of the Revolution: journalism and the market 2. Journalism and the idea of press freedom 3. The Pen and the Sword: journalism and the state 4. There's no business like show business: journalism as entertainment 5. Who owns journalists? 6. Journalism and public relations 7. A cookie laced with arsenic: journalism and ethics

Abstract: Abstract Recent actions by the European Union, especially in employment and social policies, reveal an increased use of alternative approaches to governance that are more accepting of diversity and encourage semi-voluntary forms of coordination (Scott and Trubek 2002). This occurs under the traditional Community legislative method, as many recent directives tend to be relatively open and flexible. But the move from top–down, uniform rules to more flexible and participatory approaches can best be seen in areas like the European Employment Strategy (EES), also known as the Luxembourg process, which departs radically from traditional regulatory approaches.

Abstract: This article addresses the question of whether and how participation in government promotes the conditions for participants to engage in the open-ended and public-minded discussion heralded by democratic theorists. Ethnographic evidence shows how participants in assemblies of the “participatory budget” in the city of Porto Alegre, Brazil, created open-ended and public-minded discussion in two of the city's poor districts. The urban poor of Latin American have often been treated as unlikely candidates for democratic engagement, but in these meetings participants regularly carved out spaces for civic discourse and deliberation, deploying a language of the commonality of needs as a vocabulary of public interest. In a district with organized networks of civil society, experienced community activists played an important role in curtailing conflict, while in a district without such networks, the assemblies were severely disrupted at times by virtue of being the “only place in the community” that could serve as a staging ground for some participants to manage their reputations. A comparison with a prior period in both districts shows that before the budgeting assemblies were created it was difficult to sustain any kind of regular meeting place beyond individual neighborhoods to carry out these discussions. The notion of the “public sphere” is broadened, calling for a revision of the stark separation of state and civil society in democratic theory.

Abstract: Abstract Between 1916 and 1923, Ireland experienced rebellion and mass mobilization, guerrilla and civil war, partition and ethnic conflict, and the transfer of power from British to Irish governments. The essays in The I.R.A. at War propose a new history of this Irish revolution: one that encompasses the whole of the island as well as Britain, all of the violence and its consequences, and the entire period from the Easter Rising to the end of the Civil War. When did the revolution start and when did it end? Why was it so violent and why were some areas so much worse than others? Why did the I.R.A. mount a terror campaign in England and Scotland but refuse to assassinate British politicians? Where did it get its guns? Was it democratic? What kind of people became guerrillas? 3What kind of people did they kill? Were Protestants ethnically cleansed from southern Ireland? Did a pogrom take place against Belfast Catholics? These and other questions are addressed using extensive new data on those involved and their actions, including the first complete figures for victims of the revolution. These events have never been numbered among the world's great revolutions, but in fact Irish republicans were global pioneers. Long before Mao or Tito, Sinn Féin and the Irish Republican Army were the first to use a popular political front to build a parallel underground state coupled with sophisticated guerrilla and international propaganda and fund-raising campaigns. Ireland's is also perhaps the best documented revolution in modern history, so that almost any question can be answered, from who joined the I.R.A. to who ordered the assassination of Sir Henry Wilson. The intimacy and precision with which we are able to reconstruct and analyse what happened make this a key site for understanding not just Irish, but world, history.

Abstract: The notion of democracy occupies a privileged place in our society. Educators and policymakers are increasingly pursuing a broad variety of programs that aim to promote democracy through civic education, service learning, and other pedagogies. The nature of their underlying beliefs, however, differs. “What Kind of Citizen?” calls attention to the spectrum of ideas represented in education programs about what good citizenship is and what good citizens do. Our argument derives from an analysis of both democratic theory and a two year study of educational programs in the U.S. that aim to promote democracy. The study employed a mixed-methods approach, combining qualitative data from observations and interviews with analysis of program documents and quantitative analysis of pre/post survey data. We detail three conceptions of the “good” citizen: personally responsible, participatory, and justice oriented that emerged from literature analysis and from our study. We argue that these three conceptions embody significantly different beliefs regarding the capacities and commitments citizens need in order for democracy to flourish; and they carry significantly different implications for pedagogy, curriculum, evaluation, and educational policy. We underscore the political implications of education for democracy and suggest that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but rather political choices with political consequences.

Abstract: This article results from a number of research projects exploring councillor attitudes towards citizen participation and the role of the party group in local democracy. It considers how the cornerstone of the local government modernisation agenda – reengaging citizens and communities with the councils that represent them – rests on councillors' responses to an increased participatory element in local representative democracy. Citizens wishing to influence local political decision-making have a number of methods available to them. It is not whether citizens see these tools as effective methods of influencing their councillors that matters; rather that councillors, as holders of power, view them as providing citizens with a clear and legitimate ability to influence the political processes and are thus willing to be influenced by their use. The article shows that the councillors political affiliation is an indicator of attitudes towards citizen participation in local political decision-making.

Abstract: This article examines the understanding of newswriting within British print news journalism and, in particular, the practice’s management of the role of language in the news. Its material comprises journalists’ reflections on their practice in metatexts such as memoirs and textbooks. The article draws on phenomenological sociology and Bourdieu’s theorization of the censorship of ways of speaking within the journalistic community to show how writing tends to appear in journalists’ discussions of the job in ways that reduce the force of its challenge to journalism’s self-understanding. It concludes by suggesting that the habits of thinking about writing in British journalism stand in the way of any substantive reflexivity within British news practice or any reorientation of the practice in response to critiques of the active role of journalism in constructing understanding of society.

Abstract: There has been a recent tendency to assume a "natural" congruence between democratic decision procedures and sound substantive environmental policy outcomes. Although development agencies and activists alike advocate participatory policy for dealing with environmental problems, a critical evaluation of theories of participatory democracy in developing countries is yet to be undertaken. This article seeks to redress this gap by examining the impact of social stratification on participatory environmental policymaking. Based on a review of existing case-studies, it argues that given the existence of heterogeneous populations and population disparities in terms of urbanization, literacy levels, and so on in developing areas, participatory natural resource policies may not be truly participatory and may in fact prove to be detrimental to the interests of the marginalized groups in society. By analyzing the implications of a community forestry program for rural women in India, this article explores the applicat...

Abstract: Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be. In 1963, when Almond & Verba published their ground-breaking study of civic culture in five nations, many countries in the West were nominally democracies, but lacked a culture of civic participation that would sustain and stabilize national democratic institutions. In many countries, what passed as civic education was an uncritical homage to national destiny and powerful leaders. It was the reformers' challenge then to inform students about their country's political system and to instill in them a desire to get involved in its institutions. Political knowledge, participatory forms of instruction, and a lively democratic school climate were to foster active citizenship.

Abstract: Proposals for greater community involvement in local governance run through much ‘New Labour’ policy. Studies suggest that often the performance criteria tied to participatory mechanisms act to discipline citizen voices. This paper considers the ways in which this political space might simultaneously enable citizens to appropriate governmental power to their own ends. It draws on empirical evidence, gathered during qualitative research in south-east London, to focus on contestations surrounding the way in which ‘voices’ are expressed. The paper highlights the role of practitioners as allies in struggles to counter policy-makers' expectations for citizens to speak the ‘language’ of government.

Abstract: Australian country newspapers demonstrate a focus on their local community or communities which appears to be much stronger than that of their metropolitan counterparts This focus is generally reflected in an emphasis on local news and the promotion of local concerns, individuals and achievements The limited literature on country newspapers suggests this emphasis has contributed to country print journalism developing in directions significantly removed from those of contemporary urban journalism This paper argues that while country newspaper journalism incorporates elements of conventional journalism, it has also evolved in ways which appear to have more in common with non-Western forms of journalism than with the journalism practised in major Australian cities

Abstract: Contemporary journalism is at a crossroads. Since the final decade of the twentieth century, the profession's traditionally revered claims to independence, autonomy, and detached objectivity, as well as journalists' avowed role in democracy as watchdogs, have all been returned to the discursive arena as unfinished business. The controversy generated by the views of scholars and practitioners on various sides of the discourse often borders on a postmodern Derridian deconstruction of our received understanding of journalism.1 The journalism profession is not a stranger to change and controversy. Historically, journalism has not only contributed to, but has also responded and adapted to cultural, political, economic, and technological changes in society. However, the current wave of controversy challenges conventional definitions of the roles and approaches of the profession in democracy.2 Ripples generated by this controversy have been felt in newsrooms, classrooms, and academic conventions, and have forced professionals and scholars alike to revisit the erstwhile taken-for-granted philosophical foundations and practices of the profession. The emergence of the civic journalism movement in the late 1980s has polarized the debate between its advocates and its critics who believe in the efficacy and desirability of maintaining the principles and practices of traditional journalism even in this era of societal change. In 1996, Robert Steele, an ethicist at the Poynter Institute For Media Studios eloquently distilled the ongoing controversy in the following questions : "Should reporters be investigators of system failure or initiators of solutions? Should journalists be detached observers or activist participants? Should newspapers be independent watchdogs or conveners of public forums?"3 Answers to these questions delineate the major argument families in this controversy. In the midst of this polarized argument, a third position, a "half-step approach" has started to emerge and receive attention. Massey and Haas4 in a critical review of forty-seven evaluative studies on public journalism opined that it appears that elements of traditional and "new" journalism co-exist within many newsrooms and individual journalists. According to their study, "...this suggests a kind of occupational pragmatism that could compel journalists to produce news content by whichever set of newswork practices they believe would work best in a given situation, "public" and "traditional" labels aside." Indeed, Richard Aregood, editorial page editor of The Philadelphia Daily News, although a vocal critic of the new journalism, claims that the public journalism crusade is only what good newspapers have always been doing.5 Several studies have corroborated this third position. For instance, John Bare's study of journalists' belief systems at three public journalism and non public journalism newspapers found that some public journalism values were widely held in all three papers.6 In the same vein, Gade et al7 also found that journalists tended to mix traditional libertarian values with ideas of social responsibility associated with public journalism. Voakes8 equally found some support for practices associated with public journalism, especially among journalists working on smaller papers. In general, these researchers have come to the conclusion that reporters were prepared to experiment with innovative journalistic approaches especially when the ideas were not presented as part of public journalism. As the debate among scholars and professionals rages on how the profession could best define its functions and role in this time of societal flux, educators have also started to experiment with innovative instructional models and curricula to explicate this complex situation to their journalism students. This paper presents one such experimental instructional model for introducing journalism students to the advantages and disadvantages of traditional and civic journalism approaches so that they can make up their own minds about the controversy. …

Abstract: Media surroundings through the ubiquity of the Internet are changing as quickly and as broadly as it changed in the 1940s through the ubiquity of television. The popularity of the Internet news media that allows for both the preservation of the newspaper format and the prompt reporting of broadcasting is changing the characteristics of typical journalism. This tendency gives challenges to typical mass media that have been facing several limitations about public journalism. The goal of public journalism is that mass media guide the public (people) to discuss and participate in public issues and give the public a chance to participate in making policy. This public journalism can be materialized more actually through utilizing the Internet. Therefore, public journalism can be formed, and Internet journalism can be a distinguished unique news media through having the characteristics of public journalism. In the recent decade in Korea with development of the Internet, several Internet newspapers were established. Now, Korean media scholars assume that the Internet can be a good way of public journalism. Thus, this study will examine whether Korean Internet newspapers accomplish the function of public journalism or not, and how the Internet newspapers can be used to develop democracy through public journalism. Therefore, the purpose of this study is to research public journalism as a new journalism format and the characteristics of the Internet newspaper as a medium. To do this, I will examine the meaning and essence of public journalism, and then discuss the practical possibility of public journalism through the Internet newspaper.

Abstract: For civic journalism, the road to acceptance among practitioners, educators and scholars has been a rocky one.1 Since its inception in the mid-1990s, the movement has earned supportors who think that a bedrock goal of journalism is to help solve civic problems, and that engaging the public in dialogue offers hope of fixing a troubled U.S. press and democracy.2 Doubters and detractors, however, think that civic journalism seems unnecessary, insufficient or improbable-or that it sounds too much like advocacy and threatens the media's objective stance and credibility.3 Civic journalism has been a particularly thorny issue for higher education, which counts practitioners and scholars among its ranks. Many educators believe that the profession has lost its moral compass and that curriculum reform might foster a journalism more accountable to the public interest.4 Yet the subject has not been widely or deeply integrated into many programs' curricula. And despite fervent academic debates over civic journalism's consequences for education and the profession, few scholars have investigated the attitudes of college students-a group that includes current and future media professionals and consumers-toward the practice. Journalism researchers and educators need a current snapshot showing 1) to what degree college students support a range of civic journalism approaches, 2) whether greater support for the "new" values of civic journalism correlates with less support for traditional ones such as objectivity, and 3) what characteristics among students arc linked to greater support for civic journalism values and practices. This study, a survey of more than 400 journalism students, seeks to answer these basic questions. Research on doing-and teaching-civic journalism Much of the empirical research on civic journalism has focused on the attitudes of practitioners and educators. For instance, in his 1999 surveys of 1,037 journalists for the American Society of Newspaper Editors (ASNE), Paul Voakes found strong support for several dimensions of civic journalism. In that study, 59% of respondents said they strongly approved of developing enterprise stories, and 62% said they strongly approved of providing information on alternative solutions. These results "seem to confirm preliminary findings from earlier research that a new conception of journalism's role in society may be emerging."5 The ASNE surveys also concluded that age, education and gender were not reliable predictors of support for civic journalism; newspaper size, job title, approval for joining civic organizations, and respect for community news showed strong correlations. Another survey of newspaper staff by M. David Arant and Philip Meyer showed that a majority adhered to traditional values and did not support civic journalism values that depart from traditional journalism; they found that journalists who supported certain civic journalism practices were at least as sensitive to traditional ethical concerns as those who did not.6 In a different survey of newspaper editors and journalism educators, both groups reported more support for initiating dialogue about community issues than for developing or participating in solutions to public problems-with editors endorsing such goals at significantly higher levels than educators.7 Studies on teaching civic journalism have shown a perceived need for new understandings of the relationship between journalism and society-and for new ways to educate students about this relationship. Jay Rosen, for example, notes that civic journalism classes help students experience the news production process with a degree of contemplation and self-reflection that contrasts with the routinized reporting of conventional journalism.8 Common practices such as superficial analysis of events, standard story frames and the reliance on elite sources discourage innovative thinking about solutions to long-standing problems in a community. …

Abstract: Millions of people are communicating around the globe on the Internet, and traditional newspapers and broadcasters are offering online news services. The following literature review explores some of the ways that the world's first interactive mass medium is affecting the practice of traditional journalism. The primary research that follows the literature review identifies four types of reporters and four types of news consumers in the Denver Metro Area regarding attitudes toward audience interaction in journalism. The results of this study justify continued research in citizen-based reporting and audience analysis. Literature Review Civic journalists and Internet journalists have a lot in common--both groups place a high value on interaction. Civic journalists, also known as public journalists, interact with readers and other citizens through focus groups, resource panels, town meetings and community conversations, whereas online journalists interact with citizens through e-mail messages, list-serve postings, interactive web pages and hypertext links. Both believe including average citizens in public discussions is good for democracy. (2) Research published in 2001 by Dickson, Brandon and Topping shows that AEJMC Newspaper Division members and U.S. daily newspaper editors agree on the importance of the outcomes of civic journalism. (3) The educators and editors agree that civic journalism reduces a media organization's objectivity, is a good means for media to improve credibility and increases reader interest in news media. The editors, however, were significantly more likely than were the educators to support the goals of civic journalism: listening/initiating dialogue about community problems and developing solutions to community problems. Involvement in civic journalism was the most important factor in predicting attitudes toward the outcomes and goals of civic journalism. Dickson, Brandon and Topping suggest this difference in level of support is related to what Gade et al. called "semantic baggage," which, in effect, establishes more than one public journalism. (4) Lambeth and Craig, (5) Parisi, (6) Voakes (7) and Kurpius (8) reached similar conclusions. Dickson, Brandon and Topping further suggest the sticking point in the civic journalism debate is not the less activist (listening/initiating dialogue) level of civic journalism, but the more activist level: solving community problems. They conclude that reducing the semantic baggage of civic journalism would advance the general mission of the news media. (9) Four scholarly books on civic journalism published in the past three years make clear that this movement has drawn attention to the actions or interactive processes of journalism over the static products of journalism. (10) Glasser even cautions civic journalists about adopting a "strictly procedural role" in The Idea of Public Journalism, (11) and Corrigan catalogs numerous civic journalism processes in The Public Journalism Movement in America, (12) such as teamworking, alternative framing, exchanging civic capital, acting as civic catalysts, civic mapping, collaborating, conducting community conversations, connecting with the community, deliberating, engaging the public, participating, conducting focus groups, mobilizing, public living, public listening, telling stories and working through problems. Other books that analyze the processes of civic journalism are Assessing Public Journalism by Lambeth et al., and What are Journalists For? by Rosen. This emphasis on process has led many critics to connect civic journalism with activism and, consequently, a loss of objectivity. Scholars of the writing process and social psychology maintain that all human communication is interactive, however, and some theorists argue the more interactive the communication, the more effective it is. (13) In other words, human communication is based on symbolic interaction. …

Abstract: This article analyses the types of communication tactics and frames employed by various groups leading up to and during the massive resistance to the Seattle meeting of the World Trade Organisation in November 1999. Participant observation and frame analysis are employed to analyse the communication practices and messages of those groups protesting against the WTO. Organised institutions such as Nongovernmental Organisations (NGOs) tended to adopt a reformist frame, using professional communication routines and bureaucratic language, designed in part to appeal to the mainstream media. Decentralised “street movement” groups often employed a radical frame and grass-roots participatory communication tactics, which drew in part on a postmodern culture jamming ethos that sought to disrupt and resist the very existence of the WTO. These findings suggest that this new global movement should not be analysed as a monolith and that ultimately a social movement’s approach to media embodies important messages...

Abstract: Community service is a core activity for Australian universities Therefore, the effectiveness with which universities interact with the communities they seek to serve has become a critical success factor in higher education This article suggests that universities that encourage and resource authentic community engagement also help to build a more just and democratic society Introduction An enduring challenge for Australian society is the development of participatory, critically minded and just citizens Research at Australian Catholic University shows how a key strategy in addressing the challenge is the building of positive educational relationships among communities, schools, and universities through community service learning initiatives (1) The development of engaged citizens who participate fully in society, are critically-minded in relation to that society, and just in their aspirations, attitudes, and actions necessarily raises issues about schools as social institutions, and classrooms and community settings as learning contexts This article suggests that universities, through their influence and impact on school education, have a significant role to play in helping Australian society build educational partnerships that will help develop the kind of engaged citizens that the nation both desires and needs The Challenges Facing Education Australia, like other developed nations, "is in the midst of a profound economic and social transformation" (McClure, 2000: 1) In many ways, the most significant challenge facing education is the very uncertainty of the future, particularly given recent international events With uncertainty, comes anxiety and insecurity, and the temptation is "to regress to old world values and past conservatism to cope with the onrush of that insecurity" (Sheehan, 2000: 6) when what is actually required is rethinking and re-configuring approaches, systems and strategies (see also McClure, 2000) A recent Australian government review stated, "Our society stands between contrasting but interacting worlds--local and international, European and Asian, low and high tech" (NBEET, 1998: 1) Like education systems in other countries Australia's education systems are linked to and influenced by the community's search for: guiding values, a sense of identity, and meaning and purpose Against this background, Australians, both collectively and individually, are increasingly seeking answers to how we educate individuals to be tolerant, compassionate, socially trusting and well practised in civic and moral responsibility In Australia, the coming together of cultures through immigration (multiculturalism) has both changed and challenged Australian's understandings of citizenship We struggle to define clearly what citizenship means We search for an identity as citizen that is inclusive of country and culture of origin Hughes, Bellamy and Black (2000) pose the question, "How does one build or strengthen trust among people so that there is openness to the stranger--the person from a different background and perhaps from a different culture?" This is a critical question for education to deal with in meeting the challenges of the times Developing Participatory, Critically-Minded and Just Citizens Developing individuals who are tolerant, compassionate, socially trusting and responsible accords with the 'multi-dimensional' notion of the attributes of engaged citizenship: a sense of identity, the enjoyment of certain rights, the fulfilment of corresponding obligations, a degree of interest and involvement in public affairs, and an acceptance of basic social values (Cogan, 1998b) In an era of 'market forces' and "economic rationalism' educational institutions are finding it difficult to educate students in the importance of values, responsibility and a true sense of trusting commitment Importantly, there is a crucial link between civility and the civil nature of our society …

Abstract: ............................................................................................... ix INTRODUCTION........................................................................................ 1 CHAPTER 1. REVIEW OF THE LITERATURE................................................... 4 Participatory Development.............................................................................. 4 History of the Participatory Development Movement....................................... 4 The Practice of Participatory Development................................................... 8 Challenges to Implementing Participatory Practices........................................ 10 CHAPTER 2. THEORETICAL FRAMEWORK..................................................... 13 Introduction................................................................................................ 13 Human Ecology Theory.................................................................................. 14 CHAPTER 3. RESEARCH DESIGN AND FRAMEWORK....................................... 20 Appropriate Circumstances for Qualitative Methods of Evaluation................................ 20 Getting the Essence of the Data Right: The Phenomenological Method .......................... 22 Theory Generation from Qualitative Data............................................................. 24 Introduction....................................................................................... 24 Grounded Theory................................................................................. 25 Data Display Method............................................................................ 30 Project Data................................................................................................ 31 Research Questions....................................................................................... 32 Study Limitations.......................................................................................... 33 CHAPTER 4. PROJECT BACKGROUND........................................................... 34 Setting...................................................................................................... 34 Introduction....................................................................................... 34 Honduras.......................................................................................... 34 Vocational Education: Our Counterpart...................................................... 38 The ALIANZA-LSUAC Forest Sector Development Project....................................... 40 History of USAID Intervention................................................................. 40 Chronology of LSUAC Participation in the ALIANZA.................................... 42

Abstract: contemporary theories of participatory democracy is the belief that the "more that individuals participate" in self-governance "the better able they become to do so" (Barber 1984, 167-73; Pateman 1970, 43; Wolfe 1985, 371). More valuable than expert guidance by an elected elite is the political education received from democratic participation under conditions of political equality. Knowledge of how to govern is "communal and consensual," and through the holding of televised debates, town hall meetings, referendums, plebiscites, open ballot initiatives, and other practical expressions of citizen self-rule, the people "deepen" the quality of democracy by expressing their will directly. Though the people may lack certain forms of specialized knowledge and technical skill, over time this void will be filled because "the pragmatic and self-regulating character of democratic politics" makes "political knowledge autonomous" (Barber 1984,167). Challenging this view, critics of participatory democ

Abstract: Books * Clark, Roy Peter, and Campbell, Cole C., eds. (2002). Values and Craft of American Journalism: Essays from The Poynter Institute. Gainesville: University Press of Florida, pp. 200. * Baker, Bob (2002). Newsthinking: The Secret of Making Your Facts Fall Into Place. Boston: Allyn & Bacon, pp. 175. For almost two years now we have offered a different kind of review section, giving reviewers the chance to write essays about groups of books. With each issue I believe the section has become stronger, as authors get into the flow of writing about the ideas in the books, rather than limiting themselves to checking off laundry lists of tables of contents. In this issue we offer an engaging set of essays. The first two address head-on some of the important issues facing journalism as well as journalism education in this new century. Sports, audiences, and crime round out the section. All of these pieces make for good reading, and thanks to the writer/reviewers for making editing an easy task. DON HEIDER, EDITOR donheider@mail.utexas.edu University of Texas at Austin On March 17, 2001, Jay T. Harris resigned as publisher of the San Jose Mercury News rather than impose staffing cuts demanded by the Knight Ridder parent corporation to maintain profits. Harris did not leave a tabloid. He walked out on one of the most distinguished newspapers in the country and one of the most enlightened ownerships. "I had lived as long as I should or could with a slowly widening gap between creed and deed," he told the American Society of Newspaper Editors three weeks later. "I knew that morning that I wanted to go no farther down a road leading away from all I thought was best and most important about being a newspaper publisher and a journalist." Harris's act of conscience was not only a message to newsrooms, but to journalism classrooms as well. Harris confirmed the widespread suspicion that corporate pressure to sustain profits was squeezing out the quality of journalism. If so, the challenge was obvious to journalism education: What should we teach in journalism school? And why bother? In this unsettled situation comes Values and Craft of American Journalism: Essays from The Poynter Institute. James M. Naughton, president of the Poynter Institute and former New York Times correspondent, writing in the foreword, says he was inspired by Harris' example of courage. Naughton writes, "Journalism's enduring value is a medium not of commerce but of self-government." But he notes that the media conglomerates that control journalism don't care about news "except as a commodity for profit and growth." Naughton and the Poynter crew do not despair. "Keep the faith. Strive for excellence. Fight for the right," the Poynter president writes. By most measures, American journalism has been supremely successful. It's the dominant mass information model for the world. Free of government control, its reliance on factual reporting, investigation, and ethical behavior makes it an effective watchdog safeguarding the rights of citizens. But despite the apparent success of the U.S. media industry, a deep-seated feeling persists that something is just not right. The very economic robustness of the business has proved to be its greatest enemy. The quest for bigger profits and bigger audiences has profoundly affected the way news is gathered; reported; and, importantly, marketed. In view of this reality, the role of journalism education has also come into question. Do we turn out critics or handmaidens? Columbia University President Lee Bollinger last year suspended a search for a new dean at the Graduate School of Journalism in Morningside Heights and appointed a thirty-member task force to determine the school's future and "what and how future journalists should be taught." To many journalism educators, this was the punch in the stomach after the slap in the face. …

Abstract: AS RESEARCHERS, WE FACE INCREASING PRESSURE TO MAKE OUR WORK policy-relevant Some of the impetus comes from within the academy as we try to make our work more usable and useful; other pressure comes from funding agencies, which demand that policy relevance be addressed in proposals and reports In this article, we challenge the assumption that this "policy-relevant turn" in research has only positive implications and reflect critically on how the demands for policy relevance can influence our work Throughout the discussion, we identify some of the potential subtle influences that the policy-relevant turn may have in shaping decisions and activities at each stage of the research process Over the past decade, researchers have been increasingly asked to make research "policy-relevant" (Wilson, 2002; Auriat, 1998; Shahidullah, 1998) This is true not only for those of us working around issues of social justice, but also for social science researchers across multiple disciplines Certainly, the focus on policy relevance is not completely new (see, eg, journals such as Social Policy, Health Policy, Policy Sciences, and Journal of Public Policy and Marketing) However, recent years have seen interest in policy relevance become more "mainstream" in academia For instance, concern for addressing policy relevance is increasingly found in disciplines such as political science (Candler, 2000; Lijphart, 2000; Hart, 1998), sociology (McDonald et al, 2000; Rehg, 2000; Schrader-Frechette, 2000), and economics (Erard and Ho, 2001; Block, 1999; Cameron and Ndhlovu, 1999; Turner et al, 1998) Likewise, policy relevance emerges as an issue in cross-disciplinary work, including immigration and migration studies (McDonald et al, 2000; Portes, 1999; Duncan, 1998), poverty studies (Korpi and Palme, 1998; Marcoux, 1998), criminology (Braga, 2001 ; Bridges et al, 1997), religious studies (Carroll, 2000), rural studies (Hodge and McNally, 1998), and ecology (Vaughan et al, 2001; Urquhart et al, 1998; Parsons and Daniel, 1988) The current impetus for policy relevance comes from many quarters, including researchers themselves as they strive to ensure their work makes a difference (see, eg, Baldwin, 2000) Further, commissioned work requires action-oriented outcomes; government and agency contracts demand concrete recommendations; and research agencies increasingly request that investigators identify policy relevance in proposals and final reports This "policy-relevant turn" has crept into our work in a way that impels researchers to think carefully about the potential outcomes and use of our research and, in many cases, to specifically outline plans for communicating findings to communities, decision-makers, and policymakers in a language and format that make results "accessible" Endeavors such as participatory processes (Nichols, 2002; Mathie and Greene, 1997) and empowerment evaluation (Fetterman, 2001) attempt to include alternate voices and more applied outcomes in many research venues Much of this work recognizes the importance of values in the conduct of research (House and Howe, 1999) and of ensuring ethical approaches in policy-relevant work (Neale et al, 2003) The policy-relevant turn generally assumes that making research findings accessible and applicable in the "real" world will bring only benefits Policy-relevant research provides funders and society with "bang for their buck" through solving problems and using research to "change the world" This is especially important as researchers and funders seek concrete ways for research to make a real difference in society and in the lives of the people with whom we work However, as policy relevance becomes more mainstream in research, we ask: What are some of the potential dangers of the policy-relevant turn and how may it subtly change how investigators approach their work? In this article, we invite researchers to think critically and reflectively about the influence of the policy-relevant turn in their research …

Abstract: It is no secret that journalism today is in a state of crisis, and that popular perceptions of the ethical standards of the media in general and journalists in particular are an important contributor to this situation. In any serious consideration of contemporary journalism, journalism ethics is centre stage and, for this reason, ethics is also central to journalism education. Yet, while there has been extensive debate and reflection with regard to journalism education generally, there has been surprisingly little serious examination of what journalism students are taught about ethics. This paper argues that a fundamental re-examination of the whole project of teaching journalism ethics is necessary if journalism educators are to meet what Stuart Adam has described as their primary responsibility to build, through scholarship and reflection, the language "that captures and expresses the experience of making, knowing and judging journalistic work and reflects a sense of responsibility and stewardship for its quality and standards" (Adam, 2001: 318).

Abstract: Various social and political developments seem to sum up to a process of 'de-civilization' which impede - rather than facilitate - the project of a humane and democratic society. In order to make this project a successful one it is necessary to reclaim citizens as politically acting subjects. The ability to act as enlightened and autonomous citizens will be sustainably acquired by experiencing extensive participation in society and in politics. Civic education should foster this process of 'revi-talization of citizenship' by offering youth meaningful participatory experiences of social and po-litical relevance. That is: Civic education should create, organize and offer learning strategies that are oriented towards the notion of reflective acting as experiential learning. Experiential learning processes, aimed at the sustainable acquisition of competencies which are relevant in politics and civil society, will particularly unfold in the course of the (inter)active dealing of the individual(s) with the authentic political and social problems and processes that surround and concern them. This also includes reflection and co-operation. One example of how to practice an experiential and prob-lem-centred learning strategy is well being demonstrated by the civic education program "Projekt: Aktive Burger", the German adaptation of "We the People ... Project Citizen" designed by the American Center for Civic Education.