This study explores how stories of 'lived experience' are used in journalism and journalism education. As a piece of biographical research, it seeks to analyse the relationship between autobiography and journalism in an age, which has been described as 'autobiographical' (Plummer, 2001). Its principal feature is a series of in-depth interviews with high profile, experienced broadcast journalists who reflect on their experiences as journalism educators at the BBC College of Journalism. The role of personal stories in journalism education is considered, since stories are 'hard-wired' into journalism as a craft (Marr, 2004). The research is informed by Mishler's (1999) study of craftartists' narratives of identity and the notion of journalism as craft-artistry emerges as a theme. It also considers the ways in which stories are told and re-told, referring to Denzin's (1989) concept of interpretive biography and 'pentimento' as well as the importance of time, memory, location and the role of epiphanies in self-stories. The relationship between professional and personal identity is considered and the emergent concept of 'autobiographical journalism' is utilised to scrutinise the role of self within the context of the newsroom and the classroom. Here, autobiographical journalism as catharsis and the confessional genre provide some context. Impartiality is a key concept for the professional practice of journalists and for journalism educators and this study considers its importance through a reflexive analysis. The post-Leveson landscape and the need to restore trust in journalism provide important context to the study. My background as a journalist, who worked for the BBC and my current role as a journalism educator inform this thesis, which seeks to ascertain the role of personal stories in inculcating good practice. The participants emphasise the importance of credibility and utility in sharing their experiences with others in a learning environment. The thesis indicates that good practice and a pride in the craft-artistry of journalism could be inculcated through placing the storied selves of self-reflexive practitioners at the heart of the learning experience.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:588890 |
| Date | January 2013 |
| Creators | Fowler-Watt, Karen |
| Contributors | Erben, Michael |
| Publisher | University of Southampton |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://eprints.soton.ac.uk/360625/ |
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