Trust me, I am a Journalist.

Crafting Journalism's Destiny: The Conflict of Theoretical Knowledge versus Practical Expertise

I once wrote a poem titled 'Trust me I am a Journalist', in my first years as a Business Journalist I was thrown into the deep end, reporting on Stock markets in the morning, GMOs in the afternoon, and Market Capitalisation in the evening, then reading about bond markets in the evening. In the very sense of the word, I was, like many Journalists, a generalist, a perceived expert in reporting on many fields, yet a specialist in none. In essence, a generalist knows a little about everything, and not very much about a specific subject.

So when I recently stumbled upon an article authored by Emeka Mayaka, titled 'Of Scribe Trainers Who Have Never Written a Letter to the Editor.' I found myself drawn back into that conversation. Drenched with sarcasm, and perhaps rightly so, Emeka's piece left me with a sense of disquiet. While it certainly struck a chord as a journalist, I hold a contrary perspective.

In his article, Emeka states that ‘… Journalists are being taught by flashy intellectuals featherweights with fake accents. With these words alone, Emeka has re-ignited the perpetual struggle between theoretical and practical knowledge in journalism and I would like to lend my voice to this debate.

My perspective, however, encourages us to reconsider journalism as a whole. Most Journalists and the type of journalist Emeka mentions is traditionally a generalist, but in today's digital age, there is a growing necessity for journalists to become specialists. This underscores the importance for academia to adapt their approach to training journalists, as many newsrooms now label them as inadequately prepared or "half-baked."

Professors play a crucial role in molding the trajectory of journalism's future, but Recent industry concerns and I have been witness to this, show that the quality of education provided in higher learning institutions calls for a closer examination of the teaching and training processes in journalism.

I agree with Emeka that practicing and former journalists would present a better and first-hand glimpse into the constantly evolving landscape of media to students. But, the truth is that Journalism shouldn’t only be about the pen and the newsroom experience; it should be more about raising a generation of critical thinkers and enabling a bigger worldview.?

My take, in fact, has always been that the most eminent journalists are not generalists. In the book ‘The Elements of Journalism’ the writers argue that journalists who possess expertise in a particular field can provide more nuanced and informed reporting, as they understand the subject matter deeply.

Let's examine some real-life examples. Walter Cronkite, often hailed as 'The most trusted man in America,' studied Political Science. He didn't graduate but embarked on his career as a correspondent. Bob Woodward, celebrated for his investigative work on the Watergate scandal, obtained a degree in History and English from Yale University before commencing his journalism journey at the Washington Post. Carl Bernstein, Woodward's partner in the Watergate reporting, attended the University of Maryland but didn't complete his degree. He launched his journalism career as a copy-boy at the Washington Star. Elizabeth Akua Ohene from Ghana and Africa's first female editor of a newspaper graduated with a degree in English.

Closer home, we find the legendary Philip Ochieng, one of the original 'airlift' students to the US. He dropped out of college and briefly taught English before joining the Nation Newspaper as a trainee reporter, where he would go on to make history.

Hillary Ngweno pursued studies in Nuclear Physics at Harvard, only to return to Kenya and work as a reporter for the Daily Nation. His protege, Wachira Waruru, often associated with a Midas touch in TV, earned a Bachelor of Education Degree and cut his teeth under Ngweno's mentorship at the Nairobi Times, subsequently contributing to the Weekly News Magazine. Several other notable journalists, such as Farida Karoney, ventured into Education at Kenyatta University, Catherine Gacheru, Kenya's female editor has a background in Agricultural sciences, while Peter Opondo pursued his bachelor’s degree in education, specializing in Mathematics and Economics.

These examples serve as compelling evidence that numerous individuals have honed their journalism skills through their unwavering commitment to the truth, a strong personal drive, a passion for telling stories, hands-on experience, and sharp intellect. Through journalism in the newsroom, they learn the skill to communicate effectively and consistently, which is the defining attribute in the making of an exceptional journalist.

While Emeka and, doubtless, many among us contend that a journalism professor should possess a wealth of practical experience as a journalist to effectively impart the craft, I think, the debate regarding whether a professor should practice journalism hinges on finding the right balance between academic rigor and practical experience of any discipline.

I have a challenge for universities, who I believe should consider integrating Journalism as a multi-disciplinary degree program rather than isolating it as a stand-alone course. Journalism and Political Science. International Relations and Journalism. Medical and Science Journalism etc. This approach can foster a more comprehensive and interconnected educational experience for aspiring journalists, enriching their knowledge and perspectives by exposing them to a broader range of subjects.

Finally, while I do not fully agree with Emeka’s view, his article provides a compelling nudge. It urges newsrooms, educators, and students to reassess journalism training and advocate for experienced journalists to transition into teaching positions. However, whether current professors practice journalism or not, their unwavering dedication to nurturing the next generation is what truly matters; whether these students choose to become nuclear scientists or journalists.

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