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The Institutionalization of Photojournalism Education: Bringing the Blue-Apron Ghetto to American Schools of Journalism

机译：摄影新闻教育的制度化：将蓝色围裙贫民窟带入美国新闻学院

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摘要

As journalism educators wrestle to keep programs up-to-date in an evolving news landscape, there is value in understanding how education in an early form of multimedia journalism --- photography --- came to be. Little attention has been paid to the intersection of journalism education and photojournalism. This subject furnishes a unique perspective on photojournalism's professionalization. This dissertation examines the history of university-level photojournalism education in the early and mid 20th century by asking what influenced the creation, diffusion, and adoption of photojournalism pedagogy in American higher education and what the consequences were.;Neo-institutional theory's focus on legitimacy supports exploration of evolving organizational norms in photojournalism education. Contemporary writings on higher education, journalism education, and photojournalism reveal important environmental conditions. Shifting educational principles are tracked via records of journalism education groups. Analysis of textbooks elucidates evolving practices and opinions. Archival case studies of journalism programs at the University of Maryland and the University of Georgia provide detailed examples of evolving approaches to photojournalism education.;Illuminated are deep-seated issues: the struggle for legitimacy, tension between practical skills and critical thinking, and the relationship between textual and visual journalism. Efforts to establish photojournalism education occurred well after the establishment of textual journalism education. Both faced similar challenges, including concerns about skill-based learning in higher education. But photojournalism education's acceptance was initially hindered because it clashed with journalism education's hard-won image as suitable in liberal arts institutions. Later, rapid expansion of interest in providing photojournalism courses promoted homogenization. The changing environment featured constant uncertainty. This perpetuated isomorphism in which the initial range of approaches narrowed and photojournalism offerings became more alike.;This dissertation concludes that choices at both the local and national levels in photojournalism education were made to project outward legitimacy. The resulting curricula were not necessarily the best, most useful, efficient, or practical. Local factors --- staffing, accreditation, location, mission, school type, and receptivity to innovation --- were influential. Wider environmental factors also played a role as journalism education was institutionalized. Today, in facing the challenge of incorporating new reporting methods, journalism educators must recognize the wide variety of factors and influences that may be involved.
机译：随着新闻教育工作者竭力使节目在不断发展的新闻环境中保持最新状态，了解早期多媒体新闻（摄影）教育的形成方式非常有价值。新闻教育和新闻摄影的交集很少受到关注。该主题为新闻摄影的专业化提供了独特的视角。本文通过询问什么因素影响了美国高等教育中的新闻摄影教学法的创建，传播和采用以及其后果，来审视20世纪初和中期的大学水平新闻摄影教育的历史。新制度理论对合法性的关注支持探索新闻摄影教育中不断发展的组织规范。有关高等教育，新闻学教育和新闻摄影的当代著作揭示了重要的环境条件。通过新闻学教育团体的记录可以追踪不断变化的教育原则。对教科书的分析阐明了不断发展的实践和观点。马里兰大学和佐治亚大学新闻学项目的档案案例研究提供了发展新闻摄影教育方法的详细示例。阐明了深层次的问题：合法性斗争，实践技能与批判性思维之间的张力以及关系在文字新闻和视觉新闻之间。建立文字新闻教育之后，就大力开展了摄影新闻教育。两者都面临类似的挑战，包括对高等教育中基于技能的学习的担忧。但是摄影新闻学的接受最初受到阻碍，因为它与新闻学教育的来之不易的形象相冲突，因为它适合于文科机构。后来，对提供新闻摄影课程的兴趣迅速扩大，促进了同质化。不断变化的环境具有持续的不确定性。这种同构现象使方法的最初范围变窄，而新闻摄影的范围变得越来越相似。；本论文的结论是，对新闻摄影教育的地方和国家层面的选择都是为了预测外在合法性。最终的课程不一定是最好的，最有用的，有效的或实用的。当地的因素---人员配备，资格，位置，任务，学校类型和对创新的接受度-都具有影响力。随着新闻教育制度化，更广泛的环境因素也发挥了作用。如今，面对采用新的报告方法的挑战，新闻教育者必须认识到可能涉及的多种因素和影响。

著录项

  • 作者

    Paddock, Stanton M.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Education history.;Higher education.;Journalism.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 437 p.
  • 总页数 437
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:54:24

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