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ECREA WEEKLY digest ARTICLES

  • 03.06.2020 11:21 | Anonymous member (Administrator)

    Dr. Benjamin Krämer, Prof. Dr. Christina Holtz-Bacha

    This volume assembles a wide range of perspectives on populism and the media, bringing together various disciplinary and theoretical approaches, authors and examples from different continents and a wide range of topical issues. The chapters discuss the contexts of populist communication, communication by populist actors, different types of populist messages (populist communication in traditional and new media, populist criticism of the media, populist discourses related to different topics, etc.), the effects and consequences of populist communication, populist media policy and anti-populist discourses. The contributions synthesise existing research on this subject, propose new approaches to it or present new findings on the relationship between populism and the media.

    With contibutions by

    Caroline Avila, Eleonora Benecchi, Florin Büchel, Donatella Campus, María Esperanza Casullo, Nicoleta Corbu, Ann Crigler, Benjamin De Cleen, Sven Engesser, Nicole Ernst, Frank Esser, Nayla Fawzi, Jana Goyvaerts, André Haller, Kristoffer Holt, Christina Holtz-Bacha, Marion Just, Philip Kitzberger, Magdalena Klingler, Benjamin Krämer, Katharina Lobinger, Philipp Müller, Elena Negrea-Busuioc, Carsten Reinemann, Christian Schemer, Anne Schulz, Christian Schwarzenegger, Torgeir Uberg Nærland, Rebecca Venema, Anna Wagner, Martin Wettstein, Werner Wirth, Dominique Stefanie Wirz

    https://www.nomos-shop.de/titel/perspectives-on-populism-and-the-media-id-88425/

  • 03.06.2020 11:16 | Anonymous member (Administrator)

    January 20-22 2021

    Aix-Marseille University, France

    Deadline: June 19, 2020

    The Mediteranean Institute of Information and Communication Sciences (IMSIC) & The Journalism and Communication School of Aix-Marseille (EJCAM)

    Infomediation platforms (Smyrnaios, Rebillard, 2019) have become the dominant force of a ‘reintermediation’ of information online by organising a large variety of contents and making them available to internet users. Information from journalists, which we would qualify here as news, finds itself subject to exogenous imperatives which finish by influencing editorial decisions on information medias (Bell, Owen, 2017). This ‘platformisation’ of information online has coincided with an acceleration of the circulation of non-journalistic information besides news, from satire to disinformation, which increases the offer of contents proposed to internet users. In this open environment where journalistic productions, disinformation, click traps, infotainment and satire live together, journalism needs to rethink itself.

    The aim of this conference is to explore new journalistic practices in relation to “fake news” at the heart of environments dominated by platforms. By “fake news”, and because the polysemy of the term has sometimes contributed to its instrumentalisation, we mean more precisely ‘information problems’ (Wardle, Derakhsan, 2019) in all their diversity.

    As such, the conference will consider the question of fact-checking and the way it has been repositioned by criticising “fake news” (Bigot, 2019). Fact-checking has been called upon during electoral campaigns and is becoming increasingly part of a close relationship of collaboration and dependence between editors and web platforms which should be brought into question (Smyrnaios, Chauvet, Marty, 2017; Alloing, Vanderbiest, 2018). Over and above the current political situation, “fake news” on the subjects of health, the environment and even clickbait presenting false promises and strange revelations, questions the expert status of specialist journalists as well as other concerned parties.

    Propositions should address the following four lines of research:

    • At the information source: media education in the face of the platforms
    • Fighting against “fake news”, a reaffirmation of journalism?
    • Political journalism and health journalism: the challenge of “fake news” to specialised journalists
    • Reception of false information and platforms: a reinforcement of cognitive biais?
    At the information source: media education in the face of the platforms

    “I saw it on Facebook”. This unequivocal statement from Reuters Institute (Kalogeropoulos, Newman, 2017) demonstrates the way digital environments have changed our relationship to information. The intermediary, in this case Facebook, is more powerful than traditional media as a source of memorised information, opening the door wide to “fake news” by rendering the different sources of information interchangeable. This deconstruction of the source, which journalists call upon and confront, which media use as a reliable source of information is renewing the historic inspiration of media studies. The necessity of a pedagogical attention to source, the one which we often consult via the intermediary of web platforms, overlaps on to understanding the logic of information production. The platforms also present themselves pedagogically when they contribute to highlighting the wheat and the chaff in all the content they host (Joux, 2018). However they are both advocates and judges, which explains why media studies is increasingly transforming into education on web platforms. What are the stakes created by the erasure of the source in the ecosystems where the platforms are dominating? What are the new relationships between information source and information as a source? What are the challenges for media studies?

    Fighting against “fake news”, a reaffirmation of journalism?

    Fact-checking has been experiencing an important development in publishing since the 2000’s (Bigot, 2017). The increased visibility of “fake news” has given it a new role since the beginning of the 2010’s. While dressing itself up as a social mission with obvious uses, fact-checking has restated the importance of journalism in producing news information in the public sphere. It has also criticised the illusion that anyone can be a journalist which the ease of internet sharing may have led us to hope for (Mathien, 2010). This reaffirmation of specific journalistic savoir-faire is supported differently by the platforms. Facebook, as well Google (through the CrossCheck project), finances publishing to check certain contents, which circulate in their ecosystem. However, this recognition of fact-checking by the platforms can be considered as ambivalent. If it relies on the education of internet users thanks to the visibility of journalistic work, it also corresponds to the imposition of priorities financed by the platforms in publishing. We propose to question these major themes here, fact-checking and its ambitions for journalism as well as the economic and editorial relationships between the platforms and newsrooms.Political journalism and health journalism: the challenge of “fake news” to specialised journalists

    Representing a ‘serious symptom of political breakdown’ (Mercier, 2018), the contemporary unfurling of “fake news” is being fed by a growing defiance to the position of the ‘knowledgeable’ elite which journalists belong to, whether they are ‘general’ or ‘specialist’. In two key information areas – politics and health-, areas which are connected to major collective stakes, the question of the transformation/adaptation of journalists’ professional practices is particularly important. Faced with this menace, is it sufficient to generalise the practices of fact-checking and to correct certain problematic practices (hurried treatments, insufficient verification, incomplete scientific acculturation, …) to restore a curtailed legitimacy? Is turning the discursive weapons employed by ‘post-truth’ (Dieguez, 2018) against it the best way to renew the codes and modes of expression of specialised journalism? Is it enough to remove the “barriers” to the exercise of the profession and organise it in a network (Bassoni, 2015), leaning now on the practices of all the parties concerned by the containment of “fake news” (in this case, in health, the health authorities, scientists, carers, patients and “digital opinion leaders”)?

    Reception of false information and platforms: a reinforcement of cognitive bias?

    If the proliferation of fake news is linked to the technical and economic conditions of information circulation, it also relies on cognitive domains which do not always promote the truth and forms of reception attached to plural contexts. Recognised cognitive biases frequently lead individuals to select and believe false information to encourage consensus within a group (Festinger, 1954) or through an economy of means (Kahneman, 2011). Social illusionism and the illusion of truth can thus favour the propagation of false information (Huguet, 2018). Indeed, individuals perceive “fake-news” as one of the elements of the globally degraded universe of information, including forms of propaganda or mediocre journalism (Nielsen et Graves, 2017). Here, the public’s perception of “fake news” is the combination of the interests of certain medias which publish it, politicians who contribute to it and the platforms who allow it to be distributed. What are the characteristics of the public’s reception of “fake news”? What type of individual or collective sources does “fake news” call upon? How far can platforms and their business models reinforce the cognitive biases associated to “fake news”? These questions will be approached by considering the modalities of the public’s reception of “fake news” through their permanence or, on the contrary, their variation according to contexts.

    How to submit

    Propositions should be 6000 characters and include a short biography. They will indicate which research theme they are most appropriate to. Descriptions of the field of study/corpus and the research methodology are expected.

    Propositions should be sent to the following address: jep2021@outlook.fr

    The deadline is June 19, 2020

    Propositions will be double blind evaluated, replies will be sent out during September 2020.

    Scientific committee

    • Amiel Pauline (IMSIC, Aix Marseille Université)
    • Bousquet Franck (Lerass, Université Paul Sabatier – Toulouse 3)
    • Cabrolié Stéphane (IMSIC, Aix Marseille Université)
    • Graves Lucas (University of Wisconsin – Madison)
    • Grevisse Benoît (MiiL, UC Louvain)
    • Jeanne-Perrier Valérie (GRIPIC, Paris Sorbonne)
    • Jenkins Joy (Reuters Institute for the Study of Journalism, University of Oxford)
    • Joux Alexandre (IMSIC, Aix Marseille Université)
    • Mercier Arnaud (CARISM, Université Paris 2)
    • Pignard-Cheynel Nathalie (Université de Neuchatel)
    • Sebbah Brigitte (Lerass, Université Paul Sabatier – Toulouse 3)
    • Smyrnaios Nikos (Lerass, Université Paul Sabatier – Toulouse 3)
    • Vovou Ioanna (ICCA Sorbonne Nouvelle, Université Panteion, Athens)

    Organization team

    • Coordination : Joux Alexandre (IMSIC) & Amiel Pauline (IMSIC)
    • Bassoni Marc (IMSIC)
    • Belgacem Fetta (IMSIC)
    • Cabrolié Stéphane (IMSIC)
    • Cappuccio Alexia (IMSIC)
    • D’Aiguillon Benoît (IMSIC)
    • Lukasik Stéphanie (IMSIC)
    • Pélissier Maud (IMSIC)

    References :

    Alloing C., Vanderbiest N. (2018), « La fabrique des rumeurs numériques. Comment la fausse information circule sur Twitter ? », Le Temps des médias, 30(1), 105-123.

    Bassoni M. (2015), « Journalisme scientifique et public-expert contributeur. Une « nouvelle donne » dans les pratiques du journalisme spécialisé ? », Questions de communication, série actes 25 (sous la direction de Ph. Chavot et A. Masseran), Presses Universitaires de Nancy, 179-189.

    Bell E., Owen T. (2017), The Platform Press. How Silicon Valley reengineered Journalism, Columbia Journalism School, Tow Center for Journalism.

    Bigot L. (2017), « Le fact-checking ou la réinvention d’une pratique de vérification », Communication & Langages, 2, n°192, 131-156.

    Bigot L. (2019), Fact checking versus fake news : vérifier pour mieux informer, Paris : INA Editions.

    Dieguez S. (2018), Total Bullshit ! Au cœur de la post-vérité, Paris : Presses universitaires de France.

    Festinger L. (1954), « A theory of social comparison processes », Human Relations, 7, 117-140.

    Huguet P. (2018), « Eléments de psychologie des fake news », in L’information d’actualité au prisme des fake news, Paris : L’Harmattan, 201-222.

    Joux A., Pélissier M. (2018), L’information d’actualité au prisme des fake news, Paris : L’Harmattan.

    Joux A. (2018), « Des dispositifs contre les fake news : du rôle des rédactions et des plateformes », in L’information d’actualité au prisme des fake news, Paris : L’Harmattan, 73-93.

    Kahneman D. (2011), Thinking, fast and slow, London : Penguin.

    Kalogeropoulos A., Newman N. (2017), ‘I saw the News on Facebook’. Brand Attribution when Accessing News from Distributed Environments, Reuters Institute for the Study of Journalism, Oxford University.

    Mathien M. (2010), « “ Tous journalistes ! ” Les professionnels de l’information face à un mythe des nouvelles technologies »,Quaderni, 72, 113-125.

    Mercier A. (2018), Fake news et post-vérité : 20 textes pour comprendre la menace, The Conversation France/e-book, (hal-01819233).

    Nielsen K. R., Graves L. (2017), News you don’t believe: audience perspectives on fake news, Reuters Institute for the Study of Journalism, Oxford University.

    Smyrnaios N., Chauvet S., Marty E. (2017) L’impact de CrossCheck sur les journalistes et les publics, First Draft

    Smyrnaios N., Rebillard F. (2019), « How infomediation platforms took over the news: a longitudinal perspective », The Political economy of communication, vol. 7/1, 30-50.

    Wardle C., Derakhsan H. (2017) Information Disorder: Toward an interdisciplinary framework for research and policy making, Strasbourg: Council of Europe

  • 27.05.2020 13:51 | Anonymous member (Administrator)

    University for the Creative Arts - School of Film, Media and Performing Arts

    Location: Farnham

    Salary: £35,845 to £49,552 pro rata per annum

    Hours: Part Time

    Contract Type: Permanent

    Placed On: 30th April 2020

    Closes: 31st May 2020

    Job Ref: 20-AMCD119-0168-1

    UCA is The Times / Sunday Times ‘Modern University of the Year 2019’ and the No.1 Specialist Creative University in all three major University league tables. Ranking 13th of all UK universities in the main Guardian League Table 2020 the University is also proud to hold the TEF Gold award for teaching quality from the Office for Students.

    As the UK’s No.1 specialist creative university for employment of graduates* and the second largest provider of creative education in Europe, the University has been producing exceptional graduates for the global creative sector for over 150 years. 96.9% of UCA’s graduates were either in employment or further study within 6 months of graduation in the most recent DLHE* survey released in 2018. We have more than 7,500 students studying on 120 creative arts, business and technology courses at campuses in Canterbury, Epsom, Farnham, Rochester, Hampton Court and Maidstone as well as by distance learning. Our exceptional team of world-class teaching and research academics are equipping the next generation of creators, innovators and leaders with the skills they need to thrive in the creative industries.

    Destinations of Leavers in Higher Education (DLHE) July 2018

    Part-Time Post: 21.75 hours per week

    The School of Film, Media and Performing Arts at the University for the Creative Arts has a well-established reputation for developing talented and creative graduates capable of working at all levels of the creative industries.

    The School wishes to appoint a Lecturer/Senior Lecturer for the Games programme at our Farnham campus. The role includes; maintaining and developing recruitment, retention, curriculum and assessment, ensuring that the delivery of the courses are carried out in accordance with the mission, policies and regulations of the University and School strategic plans. This appointment provides the right candidate with the opportunity to make a significant contribution to the development and progression of this well-respected provision.

    To be a contender for this exciting position you will have solid experience in Games. You will also have a relevant BA and PG degree in a related discipline. Experience of teaching at undergraduate and postgraduate level as well as of curriculum development and academic and administrative management would be a distinct advantage.

    You will be an inspirational practitioner, a team player and be interested in applying new technologies to learning and teaching, as well as developing these in a business practice environment. We would encourage you to be actively engaged with industry and your own practice, and to be expected to demonstrate the ability to frame your work as research.

    The pro rata salary for this position will be £21,507-£29,731 per annum.

    For further details and to apply for this post please visit our website https://jobs.ucreative.ac.uk

    The closing date for receipt of applications is 31st May 2020.

    Interviews will be held on 10th June 2020.

    We value the diversity of our organisation and welcome applicants from all sections of the community.

  • 27.05.2020 12:39 | Anonymous member (Administrator)

    Instituto de Ciências Sociais da Universidade de Lisboa

    Country Experts to assist with the coding of codes of conduct and ethics/disciplinary bodies inside party organisations, willing to contribute to making the largest dataset on ethics self-regulatory measures implemented by representative institutions across the EU democracies.

    Ethics and Integrity in Public Life project (ETHICS) is a two-year project, coordinated by Luís de Sousa at the Instituto de Ciências Sociais da Universidade de Lisboa (ICS-ULisboa), Portugal and funded by the Foundation Francisco Manuel dos Santos (FFMS). With this survey we will be mapping codes of conduct and ethics/disciplinary bodies inside party organisations across Europe.

    Political ethics strengthen the bonds of trust between citizens and their representatives, and therefore matter to the overall quality of democracy. Yet levels of trust in parties remain low, despite all the laws governing the ethical conduct of individual and collective political actors. The overall perception is that most of these regulatory efforts have not been properly designed and enforced. We want to give parties a chance to speak out and show what they have done so far to reduce this credibility deficit and how successful they have been in their intents.

    In these times of uncertainty about the future of representative democracy, volunteering a few hours of your time to contribute to a project that seeks to identify best practices to improve ethics management in political life, is also an act of positive citizenship.

    Our institutional profiling questionnaire has 24 detailed indicators and is organised in two sections: one focusing on the legal framework; another on the institutional setting. We will be completing a questionnaire per political party with parliamentary seating. Each questionnaire should not take more than an hour to complete. We are only coding parties with parliamentary representation in the 28 Member States (UK included). The coding procedure is documentary and web-based, through the consultation of both party statutes/constitutions and their institutional websites. The project’s default language is English.

    The coding is to be carried out during the month of June and to be completed by mid-July the latest.

    We are particularly looking for dedicated and committed collaborators with interest in these topics and familiar with party politics and political ethics in a country or set of countries.

    Collaborators will be able to use the data for their research endeavours.

    Join our team of country experts!

    How to apply:

    If you are interested in taking part in this project, just send us an e-mail to (ethics@ics.ulisboa.pt) indicating the country or set of countries you would be in grade of coding, and attach a copy of your CV.

  • 27.05.2020 12:36 | Anonymous member (Administrator)

    The University of Edinburgh - College of Arts, Humanities and Soc Scis

    Location: Edinburgh

    Salary: £32,872

    Hours: Full Time

    Contract Type: Fixed-Term/Contract

    Placed On: 21st May 2020

    Closes: 30th June 2020

    Job Ref: 052153

    Early-Stage Researcher (ESR) Fellowship, European Training Network FEINART: Gender and the sexual division of labour in the curating and production of socially engaged art

    This Early-Stage Researcher (ESR) position is made available through FEINART (The Future of European Independent Art Spaces in a Period of Socially Engaged Art), an ambitious interdisciplinary doctorate research programme funded by the European Union (Grant N. 860306) as part of the Horizon 2020 Marie Sklodowska-Curie Innovative Training Network (ITN) Action led by University of Wolverhampton; the Network also includes The University of Edinburgh, The University of Iceland, (Reykjavik) and Zeppelin University, Germany.

    The successful candidate, to be appointed at History of Art, ECA, University of Edinburgh, will undertake a three-year doctoral programme in the area of socially engaged art, with the position starting preferably in October/November 2020.

    This is a full-time, fixed-term post at 35 hours per week for 3 years.

    Successful candidates will receive a 3-year full-time employment contract. As per MSCA regulations, the salary includes a living allowance of €3,270 per month (gross amount) to be paid in the currency of the country where the host organisation is based, with a country correction coefficient to be applied; a mobility allowance of €600 per month; and a family allowance of €500 per month (depending on family situation). Please note: the exact (net) salary in Pound Sterling will be confirmed upon appointment, depending on UK tax regulations and the, country correction coefficient.

    Vacancy Ref: 052153

    Closing Date:30-JUN-2020 at 5pm GMT

    For further particulars and to apply for this post please click on the 'apply' button below

    https://www.vacancies.ed.ac.uk/pls/corehrrecruit/erq_jobspec_version_4.jobspec?p_id=052153

  • 27.05.2020 12:33 | Anonymous member (Administrator)

    17 August 2020 (All day) - 23 August 2020 (All day)

    Warsaw/Poland or Bishkek/Kyrgyzstan (to be confirmed)

    Deadline: June 19, 2020

    ORGANIZED BY: Standing Group on Central East European Politics, Standing Group on Political Parties of the European Consortium, European Consortium for Political Research (ECPR), OSCE Office for Democratic Institutions and Human Rights (ODIHR)

    The summer school event will bring together an international team of academics and practitioners to train and instruct a group of 20 MA/PhD researchers, practitioners and civil society activists in the field of political parties and democracy.

    Given the current COVID-19 pandemic, the format of the school might be changed - adopting a “hybrid” or “online only” arrangements.

    Organisers and sponsors

    The summer school is organised under the auspices of the Standing Group on Central East European Politics and the support of the Standing Group on Political Parties of the European Consortium for Political Research (ECPR).

    The sponsors are the European Consortium for Political Research and the OSCE Office for Democratic Institutions and Human Rights (ODIHR), while the event is also supported by the OSCE Academy in Bishkek, Cardinal Stefan Wyszynski University in Warsaw and the Centre for the Study of Parties and Democracy.

    Aims

    The main aims of the summer school are to:

    • provide instruction and discussion on a wider range of issues in the study of political parties, party systems, elections and democracy
    • develop a multinational forum for both junior scholars and practitioners to critically discuss their research projects
    • assist PhD researchers to develop their dissertation projects, contributing to innovation in conceptualisation, measurement, analysis and theory
    • prepare PhD researchers for the requirements and criteria of international academic publishing, and to encourage them to submit their work to academic journals
    • help practitioners to understand the main academic findings regarding party politics and democracy promotion
    • build on the most recent developments and challenges of political party development and democracy promotion presented by the “Global Agenda for the Renewal of Representation”
    • stimulate international collaboration in the field of parties, party systems, elections and democracy, encourage PhD researchers and practitioners to take part

    Participants

    The summer school event is open for MA/PhD researchers, practitioners and civil society leaders in the field of political parties, elections, representative democracy and closely related areas (e.g. anti-corruption, gender equality, political participation).

    Participants should be from and working on OSCE post-communist member states (i.e. Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czechia, Estonia, North Macedonia, Georgia, Hungary, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Mongolia, Montenegro, Poland, Romania, Russia, Serbia, Slovakia, Slovenia, Tajikistan, Turkmenistan, Ukraine and Uzbekistan).

    The maximum number of participants is 20. Organisers will attempt to achieve both a gender, diversity, and a regional (i.e. Central and South-Eastern European as well as post-Soviet region) balance.

    Application

    Applications should be appropriately filled in (please do answer all the questions) and submitted to both Fernando.Casal.Bertoa@nottingham.ac.uk and k.grzybowska-walecka@uksw.edu.pl by Friday, 19 June 2020 (inclusively). They should be joined by a 500-word abstract (and up to 5 keywords) of the applicant's proposed paper. No other documents (e.g. CV, passport) are required at this stage.

    A preliminary selection of shortlisted participants will be made by Tuesday, 30 June 2020, conditioned to the final submission of papers by Friday, 31 July 2020. The papers should be a maximum of 8000 words.

    The shortlisted participants may also be contacted for a Skype interview before final acceptance.

    Those participants failing to submit the papers in time will be prevented from participating in the school.

    Applications by citizens from and/or working on other countries than those mentioned above, incomplete (e.g. missing questions, no abstract or keywords) applications or those submitted after the deadline as well as from those applications who have already obtained (i.e. defended) their PhD will not be considered.

    Staff

    The teaching staff consists of 9 leading scholars and practitioners in the field of political parties, elections and democracy from leading universities and international organisations.

    Teaching format

    The summer school includes an intensive programme of lectures and seminars by leading scholars and practitioners in the field, and presentations with in-depth discussions of participants’ projects. The working language (both for papers and presentations by participants) will be English only. The event contains 7 teaching days, each of which is organized around a topical research question related to the overall theme. Each day will comprise of two main elements, guest speakers presentations and students presentations. The overall number of class contact hours will thus be 45 hours.

    The first element consists of a presentation by a guest speaker/expert on a specific topic related to the theme of the school. This will be followed by a question-and-answer session.

    The second element consists of presentations by participants of their projects (which may, but do not have to be part of their PhD research). Each of these presentations, which should be no longer than 10 minutes, will be followed by a rigorous discussion (approximate 40 minutes) with all other participants and staff. Per day, up to three participants will present their work. Each participant will also act as discussant in one of the sessions.

    All high quality papers might also be included in a final volume edited by the OSCE Academy in Bishkek and ODIHR, to be confirmed.

    The East European Politics journal will also award a prize of €100 to the best paper presented at the event (both 2020 winter and summer sessions) and some small grants might be available for the papers which would require additional research/revisions.

    Assessment and accreditation

    Each participant fulfilling the above mentioned requirements will receive a certificate of participation.

    On special request, PhD researchers' papers may be assessed and credited by staff members of the School. The credits awarded for successful participation and assessment will be 6.5 European Credit Transfer System (ECTS) credits. PhD researchers wishing to have their work accredited are advised to consult the directors of the School at an early stage.

    Accommodation

    In the event the summer school (traditional face-to-face) format is allowed, most of participants will be accommodated in single rooms at organiser’s discretion.

    In the case the summer school adopts a “hybrid” or “online only” format, there will be no accommodation provided for online participants.

    Fees

    There are no fees. In the event the summer school (traditional face-to-face) format is allowed, B&B accommodation (8 nights starting on August 16th), tuition, lunches and one reception-dinner are sponsored by the organisers.

    Any travels arrangements/expenses (including visa, health/travel insurance, etc.) will be organized/covered by the participants. However, if the summer school finally runs as usual, a very limited number of participants (maximum 2 from ECPR institutions) will have the opportunity to get their travel reimbursed on a merit-base.

    Location

    The event is, in principle, planned to be hosted by the OSCE Academy in Bishkek. If, due to the pandemic, it is not possible to do so, the OSCE Office for Democratic Institutions and Human Rights (ODIHR) will be the venue - to be confirmed.

    Directors

    The summer school is directed by:

    Dr Katarzyna Grzybowska - Walecka - Assistant Professor at the Cardinal Stefan Wyszyński University, Head of the MA Programme on Politics in Cyberspace and editor of the journal Politologia

    Dr Fernando Casal Bértoa - Associate Professor at the University of Nottingham, co-director of REPRESENT, member of the OSCE/ODIHR “Core Group of Political Party Experts”, and co-editor of the Routledge Book Series on Political Parties and Party Systems

  • 27.05.2020 11:06 | Anonymous member (Administrator)

    Editors: Ulrike Rohn (Tallinn University) and Tom Evens (Ghent University)

    Routledge

    This edited volume explores media management as engaged scholarship, building a bridge between theory and practice and discussing research collaboration between academia, policymakers and the media industry. In addition to advancing the scholarly discipline, it also questions, investigates and discusses the practical value of the research undertaken, showing how media management research can provide actionable, practice-relevant knowledge to decision makers throughout the media industry.

    The volume is broken into two parts: a section reflecting on the need for collaboration between research and practice, and a section overviewing specific projects that aim to deliver administrative value to stakeholders. The international research projects presented here span topics such as digital transformation, business models in news and digital journalism, media entrepreneurship and start-ups, ad-blocking, location-based services, audiovisual consumption preferences, the sustainability of small television markets, co-located and clustered industries and digital privacy. Incorporating under-used methodological approaches, such as action research and ethnography, Media Management Matters brings suggestions for how scholarship might be promoted outside academia. Simply put, this book aims to demonstrate why media management matters. 

    Featuring an international roster of contributors, this collection is essential reading for scholars and practitioners of media management, business and policy.

    https://www.routledge.com/Media-Management-Matters-Challenges-and-Opportunities-for-Bridging-Theory/Rohn-Evens/p/book/9780367211004

    Ulrike Rohn is Professor of Media Economics and Management at Tallinn University, Estonia, where she works at the Baltic Film, Media, Arts, and Communication School (BFM) and the Centre of Excellence in Media Innovation and Digital Culture (MEDIT). She served as the President of the European Media Management Association (emma, 2016–2020), and is co-Editor of the Springer Series in Media Industries and Associate Editor of the Journal of Media Business Studies. Dr. Rohn’s research interests include, among others, audiovisual policies, media business models and international media strategies. Latter research interest has led to her book publication Cultural Barriers to the Success of Foreign Media Content: Western Media in China, India, and Japan (2010).

    Tom Evens is an Assistant Professor at research group for Media, Innovation and Communication Technologies (imec-mict-UGent) at the Department of Communication Sciences at Ghent University, Belgium. He teaches in media economics, business model innovation and technology policy. He specialises in the economics and policies of media and technology industries, and has published widely on the media business. He is the lead author of The Political Economy of Television Sports Rights (2013) and Platform Power and Policy in Transforming Television Markets (2018). He served as the Deputy President of the European Media Management Association between 2017 and 2019. He is a member of several editorial boards and has been consulting several governments and media organisations on strategy and public policy issues.

  • 27.05.2020 11:02 | Anonymous member (Administrator)

    Deadline for abstracts: June 22, 2020

    The proposed edited collection aims to explore the possibilities and limitations of teaching journalism in countries with strong media control.

    Target publisher: Palgrave Studies in Journalism and the Global South, Palgrave Macmillan.

    Recent scholarship has expressed increasing concern over the importance of acknowledging the varieties of journalism and its teaching around the world. It has been suggested that universalistic assumptions of what constitutes journalism should be challenged and domestic cultural standards and diverse political configurations should be taken into account (Mensing and Franklin, 2011; Hanitzsch et al., 2019; Bebawi, 2016; Mikal, 2014; Obijiofor and Hanusch, 2011; Berger, 2011; Schiffrin, 2011; Josephi, 2010; Hossein, 2007; Friedman, Shafer and Rice, 2006).

    An interdisciplinary, cross-geographical approach has been advocated as a way to spur discussion and criticism of the theoretical and practical principles underpinning journalism education. Collaborative work, at the global level among journalism educators, could foster the reciprocal exchange of ideas promoting innovation in practice, curriculum design and research (Mensing and Franklin, 2011).

    A focus on countries with robust media control, in times when the relationship between education and profession is being debated at a global level, might foster a discussion on the paradoxical features characterizing the tension between theory and practice. Typical questions arising are, for instance, whether journalism educators can teach effectively in a restrained media environment without compromising the very principles they are trying to abide by (Thompson, 2007).

    Existing studies note how in countries with strong governmental influence journalism programs face contradictory priorities over ideological impositions and commercial or educational imperatives (Obijiofor and Hanusch, 2011). For example, many universities in the Global South face the challenge of having to teach students how to write engaging content to meet audience and market demands whilst demonstrating loyalty to the state and adhering to its principles (Dombernowsky, 2016; Long and Zeng, 2016; Hao and Xu, 1997; Repnikova, 2017). Thus, it is crucial to understand how teachers and students make sense of, negotiate and reinterpret the clashing interests of state ideological infusions and public demands, and translate them into practice and reporting models.

    The proposed edited collection aims to discuss how to teach journalism in countries with limited freedom, including those which are in transition from authoritarianism to freer modes of government. The book has four main purposes: to illustrate and contextualize the challenges of journalism education under governmental control; to problematize transplanting a Western Anglo-American model into non-Western countries; to assess both the limitations and creative opportunities arising from teaching journalism under constraints; and, to broaden our understanding of the meaning and forms that journalism can take and the consequences that such a fluid understanding might have for future journalists.

    We would like the focus of the edited collection to be on China but we are open to contributions regarding other countries as well. Possible themes include but are not limited to:

    • Theoretical frameworks
    • Emerging learning models
    • The application of Western teaching principles in non-Western countries
    • Teaching journalism in transnational universities
    • Teaching journalism law/ethics
    • Accreditation standards of journalism education
    • Journalism training in countries that are making a transition to democracy
    • History of journalism training
    • The gap between academia and the industry
    • Fieldwork policies and learning outcomes
    • Teaching in collaboration with the industry
    • The structure of journalism curricula
    • Student awareness of politics
    • Managing student expectations
    • Technology-enhanced teaching
    • Community-based educational projects
    • Aesthetic journalism
    • Student media
    • Education as an agent of change
    • Education as a way to maintain the status quo
    • Internationalization of educational strategies
    • Journalism as a reservoir of transferable skills
    • Political and market influences on journalism curriculum design
    • Journalism training and ideological/political indoctrination
    • Illustrated Journalism

    Key dates

    • Abstract submission deadline: June 22, 2020
    • Notification of acceptance: July 1, 2020
    • Full paper submission (min 6, 500 - max 7, 500 words): September 1, 2020

    Please send in abstracts of max 500 words to:

    Diana.Garrisi@xjtlu.edu.cn (Lecturer, Department of Media and Communication, Xi’an-Jiaotong Liverpool University, China)

    and

    Xianwen.Kuang@xjtlu.edu.cn (Lecturer, Department of Media and Communication, Xi’an-Jiaotong Liverpool University, China).

    We look forward to receiving your abstracts!

  • 22.05.2020 12:24 | Anonymous member (Administrator)

    César Jiménez-Martínez

    Palgrave MacMillan, 2020

    https://www.palgrave.com/gb/book/9783030382377

    This book explores the struggles over the mediated construction and projection of the image of the nation at times of social unrest. Focussing on the June 2013 protests in Brazil, it examines how different actors –authorities, activists, the national media, foreign correspondents– disseminated competing versions of ‘what Brazil was’ during that pivotal episode. The book offers a fresh conceptual approach, supported by media coverage analysis and original interviews, that demonstrates the potential of digital media to challenge power structures and establish new ways of representing the nation. It also highlights the vulnerability of both ‘old’ and ‘new’ media to forms of inequality and disruption due to political interferences, technological constraints, and continuing commercial pressures. Contributing to the study of media and the nation as well as media and social movements, the author throws into sharp relief the profound transformation of mediated nationhood in a digital and global media environment.

    Table of contents:

    • Introduction: The June 2013 Protests and the Image of Brazil
    • Theorising the Image of the Nation: Contestation, Media and Visibility
    • Before the June Journeys: The Contested Visibility of the ‘New’ Brazil
    • The Visible Nation: The Media Coverage of the June Journeys
    • Strategies of Mediated Visibility: Replacement, Adjustment and Re-appropriation
    • Conditions of Mediated Visibility: Routines, Norms, Technologies and Commercialism
    • Conclusion: Beyond the Visible, Beyond the June Journeys

    Reviews:

    “Jiménez-Martínez has produced a highly readable, in-depth analysis of mediated nationhood in contemporary Brazil. Drawing from a rich body of original research, the book persuasively shows that the mediated process of nationhood is contested, with unpredictable consequences. It is not firmly controlled by the State or any other actor, particularly in societies with huge social disparities and political conflict. The meaning of nationhood is essentially unstable, as actors contend to (de)redefine its response to the actions of others. This book should be of great interest to scholars of media, journalism, and nationalism.” (Silvio Waisbord, Professor in the School of Media and Public Affairs at the George Washington University, USA)

    “Jiménez-Martínez’s book provides a rich, nuanced view about the Brazilian ‘June Journeys’, a puzzling political phenomenon, and the disputes about the event’s meaning, involving the government, protesters, the mainstream and the alternative media. A must-read book.” (Afonso de Albuquerque, Professor of Cultural Studies and Media, Universidade Federal Fluminense, Brazil)

    “This book is an original, thoughtful and incisive contribution to the literature around the mediation of national identity and protests. It engages very effectively with various theoretical frameworks, shows an admirable grasp of recent research and makes excellent use of empirical investigation to tell the story of how the mediation of the June Journeys unfolded.” (Tim Markham, Professor of Journalism and Media, Birkbeck, University of London, UK)

    “The Brazilian 2013 June protests have had a profound impact on the nation’s contemporary history and political life. Jiménez-Martínez provides here an in-depth engagement with the June Journeys by conducting extensive research on how the nation was constructed in the national and international media, analysing 797 newspaper articles and TV reports and conducting sixty-four interviews. This book is theoretically dense and innovative, destined to contribute to research on nation-building and the role of media in democratisation processes.” (Carolina Matos, Senior Lecturer in Sociology and Media, City, University of London, UK)

    The author:

    César Jiménez-Martínez is Lecturer in Global Media and Communications at Cardiff University, UK. His research interests include media and nationalism, nation branding and public diplomacy, media globalisation, media visibility, and social movements, particularly in the context of Latin America.

  • 21.05.2020 21:29 | Anonymous member (Administrator)

    JOANNA SZOSTEK, University of Glasgow, UK

    International Journal of Communication 14(2020)

    An earlier version of this article was presented at ECREA panel on ICA 2019 in Washington, DC

    Discussions about state-sponsored communication with foreign publics are increasingly framed in the language of “information war” rather than “public diplomacy,” particularly in Eastern Europe. For example, media projects supported by Western governments to engage Ukrainian audiences, and Ukrainian government efforts to engage international audiences via the media, are considered necessary responses in the information war with Russia. This article highlights several potentially problematic assumptions about communicative influence that are embedded in the language of information war. First is the assumption that communication can be targeted like a weapon to achieve a predictable impact. Second is the assumption that audiences engage with communication from an adversary because they are “vulnerable.” Third is the assumption that “winning” in an information war means getting citizens to believe particular facts. Although these assumptions may hold to some degree, this article argues that adopting them uncritically can have detrimental consequences in policymaking.

    https://ijoc.org/index.php/ijoc/article/view/13439/3092

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