Awareness of Trauma-Focused Education and Attitudes Toward Incorporating Trauma-Focused Education in Curricula Among MENA Journalism Educators

Abstract

This article reflects the perspectives of journalism educators responsible for preparing journalists for careers in the Middle East and North Africa region, which has received little attention in trauma education research. A survey with quantitative and qualitative questions is used to reflect opinions of 101 journalism educators from Algeria, Sudan, and Palestine on journalism trauma-focused education and to elicit their attitudes toward incorporating trauma education into their institutions’ journalism curricula. The findings revealed that journalism educators are particularly cognizant of the role of trauma in journalism practice and the relevance of incorporating trauma education elements into journalism curricula. Journalism educators have identified a number of barriers to incorporating trauma into their institutions’ journalism curricula, as well as various perspectives on how to incorporate trauma-focused education into journalism curricula, which could call for changing how journalism is taught in their respective institutions. The study establishes a methodological foundation for other scholars to use when investigating triangulation (or the lack thereof) among educators, students, and practitioners in their own communities.