By Nathaniel Frederick II, PF&R Chair, frederickn@winthrop.edu

The coronavirus pandemic has forced a drastic change in the way of life in the United States. The new normal involves working from home, if possible. More importantly, we must not forget the homeless and other populations that are vulnerable during this time of uncertainty. While anyone can contract the virus, current data suggest a disproportionate burden of illness and death among racial and ethnic minority groups.

The coronavirus pandemic has highlighted the racial health inequities harming minority communities. On an equally troubling front, the violent and disturbing deaths of George Floyd, Breonna Taylor, and Ahmaud Arbery have caused United States to reflect on issues of police brutality and racial discrimination. The demonstrations taking place in U.S. cities and internationally highlight a legacy of racism and mistrust in the police. It is incumbent upon teachers and scholars of media history to consider our roles in the academy, specifically when it comes to improving discussions of diversity and inequality in the classroom.

Media history scholars could provide context to discussions of race and inequality as we often look to examples from the past to provide meaning to the present social, political, and economic condition. Faculty could begin by integrated research conducted by writers and scholars from diverse racial and ethnic backgrounds. The works of Michelle Alexander and Ta-Nehisi Coates are especially timely right now. Faculty could also highlight diverse historical figures like journalists Ida B. Wells, William Monroe Trotter and photojournalist Gordon Parks, who often are marginalized or not mentioned in introductory media textbooks. Yet, all of these figures have used journalism to address social justice in the United States.

Co-teaching with other faculty is another way to introduce diversity into a curriculum. Co-teaching with faculty who focus on different subjects can help create an interdisciplinary curriculum that highlights the importance of diversity. It can be also be intellectually stimulating for faculty as well as students to explore subject matter from an alternative perspective. Integrating insights from diverse group could be used to explore issues from a different theoretical lens. Co-teaching with departments like political science, religion, English, and history would pair well with journalism and mass communication. It would also be to advantageous to pursue collaborations with departments/programs of African American studies or gender studies. Offering courses focused on media and politics; media and civil rights; or African American religion, could provide various opportunities to discuss the intersection of media, race and gender.

When students return to colleges and universities many changes await them. Students should be able to express their thoughts in safe space. It is important that faculty encourage an environment that fosters open expression and reflection. One way for students to express themselves is through extracurricular programs. Students seem to be particularly active and attentive when student organization have a hand in sponsoring or planning. Programs sponsored by departments and/or student organizations could be promoted across campus and impact a broad population of students. At Winthrop University, for example, a collaboration between the Department of Mass Communication, African American Studies and Geography programs garnered a panel discussion featuring journalists and community members about gentrification and press coverage in Charlotte, North Carolina. In addition, a collaboration between the Departments of Mass Communication and Social Work led to a film screening of Ava DuVernay’s When They See Us. The program included a panel discussion about inequality in the criminal justice system with journalists, social workers, and law enforcement officers.

Integrating discussion of diversity and inequality in the curriculum is crucial as we prepare students to be scholars and media practitioners. Finding ways to integrate diverse topics in skills-based as well as conceptual classes prepare well-rounded students who understand and value the importance of these issues in the global workplace.