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Twenty years after the Windhoek Declaration on press freedom

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Taking stock of gender in media<br />

educati<strong>on</strong><br />

By Emily M. Brown<br />

Emily M. Brown is Head of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

Department of Media Technology,<br />

Polytechnic of Namibia<br />

152 | Media in Africa - 2011<br />

The Gender in Media Educati<strong>on</strong><br />

(GIME) audit that kicked off in<br />

Namibia in 2010 raises pertinent<br />

issues with regard to <str<strong>on</strong>g>the</str<strong>on</strong>g> quality of<br />

our journalism. Implemented at <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

outset by UNESCO, Gender Links<br />

and <str<strong>on</strong>g>the</str<strong>on</strong>g> Polytechnic of Namibia, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

audit dealt with how gender was<br />

addressed in journalism training<br />

programmes and curricula.<br />

The goals were to identify:<br />

• whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r gender was integrated<br />

into media educati<strong>on</strong> and<br />

training,<br />

• whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r gender-related texts<br />

or materials were used in media<br />

educati<strong>on</strong> and training, and<br />

• gaps with regard to mainstreaming<br />

gender in journalism<br />

curricula.<br />

In <str<strong>on</strong>g>the</str<strong>on</strong>g> Beijing Platform for Acti<strong>on</strong>,<br />

<str<strong>on</strong>g>the</str<strong>on</strong>g> media – as <str<strong>on</strong>g>the</str<strong>on</strong>g> 10th critical<br />

area of c<strong>on</strong>cern – have a major role<br />

to play regarding gender equality.<br />

Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>rmore, <str<strong>on</strong>g>the</str<strong>on</strong>g> SADC Protocol <strong>on</strong><br />

Gender and Development prescribes<br />

that gender parity ought to prevail<br />

in media houses by 2015.<br />

Meantime, however, it is not even<br />

comm<strong>on</strong> to have discourse that disaggregates<br />

informati<strong>on</strong> <strong>on</strong> gender<br />

lines in <str<strong>on</strong>g>the</str<strong>on</strong>g> media.<br />

Yet if <str<strong>on</strong>g>the</str<strong>on</strong>g> media are to c<strong>on</strong>tinue to<br />

inform and stimulate public debate<br />

and dialogue, we need journalists<br />

who have <str<strong>on</strong>g>the</str<strong>on</strong>g> ability to provide diverse<br />

perspectives <strong>on</strong> a particular<br />

issue – and be gender-sensitive in<br />

so doing. So much is hidden when<br />

reportage is packed with collective<br />

nouns such as “<str<strong>on</strong>g>the</str<strong>on</strong>g> Sou<str<strong>on</strong>g>the</str<strong>on</strong>g>rn<br />

African Regi<strong>on</strong>”, “<str<strong>on</strong>g>the</str<strong>on</strong>g> students”,<br />

“<str<strong>on</strong>g>the</str<strong>on</strong>g> workers” or even “staff in <str<strong>on</strong>g>the</str<strong>on</strong>g><br />

newsroom”. Imagine how this could<br />

change when an engendered approach<br />

is adopted.<br />

However, according to <str<strong>on</strong>g>the</str<strong>on</strong>g> GIME<br />

Sou<str<strong>on</strong>g>the</str<strong>on</strong>g>rn Africa (2010) – which covered<br />

25 instituti<strong>on</strong>s in 13 countries<br />

– journalism / media studies students<br />

receive very little <str<strong>on</strong>g>the</str<strong>on</strong>g>oretical<br />

grounding in gender. Implicit in this<br />

finding is that few instituti<strong>on</strong>s have<br />

integrated gender into <str<strong>on</strong>g>the</str<strong>on</strong>g>ir course<br />

c<strong>on</strong>tent.<br />

“SADC Protocol<br />

<strong>on</strong> Gender and<br />

Development<br />

prescribes that gender<br />

parity ought to prevail<br />

in media houses by<br />

2015.”<br />

Ano<str<strong>on</strong>g>the</str<strong>on</strong>g>r finding of <str<strong>on</strong>g>the</str<strong>on</strong>g> 2010 audit<br />

is that even fewer instituti<strong>on</strong>s have<br />

stand-al<strong>on</strong>e gender policies.<br />

Many of <str<strong>on</strong>g>the</str<strong>on</strong>g> representatives of instituti<strong>on</strong>s<br />

surveyed could <strong>on</strong>ly make<br />

reference to broader affirmative acti<strong>on</strong><br />

policies and procedures, or to<br />

<str<strong>on</strong>g>the</str<strong>on</strong>g>ir country’s nati<strong>on</strong>al gender policy,<br />

in regard to vehicles for providing<br />

instituti<strong>on</strong>al guidelines for integrat-

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