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Jennifer Moroz |
I’ve been teaching for two weeks now, and by the end of next week, the course I’m teaching, basic news writing for first years, will be over. I can hardly believe it.
The teaching timetable here is not only last-minute — you often don’t know until Friday afternoon, sometimes even Monday morning, what your schedule will look like for the next week – but three or four weeks of intensive classes, and the course is done. Before I know it, I’ll be moving on to second year Journalism Ethics with a whole new crew. Meanwhile, I feel like I’m just really getting to know this one.
They’re a varied bunch. Many have grown up or lived in different countries, their families at one point driven from Rwanda during the genocide and years of ethnic conflict leading up to it. Nearly all have been affected in some way by the countrywide killing spree. Some even cited the genocide and the media’s role in it (fanning the flames of hate internally) as a reason for going into journalism. They want to be watchdogs, they say — prevent anything like that from ever happening again. Several want to stay in Rwanda, others hope to become international correspondents. A few are already working in journalism, mostly for Radio Salus, the fast-growing and very popular student radio station here (the “impediment” one student cited as a reason for not coming to class one day, it turns out, was a show he had to do).
Several admitted the first day they don’t want to be journalists at all. One chose to study it because the school doesn’t have an arts program, so she chose the next best – most creative — thing on offer. Another wants to be a soldier, another a musician. And a fourth went into journalism because his father always wanted to be one, so he’s living the dream for him.
All of them are really starting to grow on me. And slowly, they’re opening up to me.
At first, they were really shy. Getting them to answer a question or participate in a simple show of hands was like pulling teeth. Knowing Kinyarwanda was a first language for most of them, I asked on the first day of class how many students spoke English as a second language. One or two hands went up, timidly. How about French? I asked. Same response. The numbers certainly didn’t add up. There are 24 students in my class.
Fast forward to this week, when I asked the same question again to a few students gathered outside before class. This time, I got my answer. Two students, they told me, could manage well in English. The rest, French.
I’d already been speaking French in class, but needless to say, I’ve stepped it up since then. It’s not always pretty – eight years working in the U.S. takes its toll on one’s French vocabulary – but it’s been good practice for me, and helpful and sometimes entertaining for them. (“Guys, anyone know how to say ‘mudslide’ en francais?”) When I asked whether they wanted the option to write their final assignment – an original news story – in French, their eyes lit up.
I’ve even busted out some of my crusty Kinyarwanda on them. “Mumveh” (listen) and “Memcekeke” (don’t ask me how it’s spelled but it means “be quiet”) are some of my favourite new words, and my use of them invariably invites a twitter of laughter, but seems to get their attention. They also shut each other up quite nicely, I’ve found. One of them tells the others to shush, and they do. Students who do that at home, meanwhile, are labeled keeners.
There’s still a language barrier, but it’s getting better. And there’s still some shyness on the part of students, especially the women, but it’s waning.
In the beginning, they almost always nodded when I asked if they got what I was saying, and then turned in assignments that make it abundantly clear that many didn’t. But more and more, they’re speaking up when they don’t understand something. And more and more, they’re actually picking up what I’m teaching them.
After one lesson on writing story leads, during which I had emphasized the importance of writing in the active tense wherever possible, one student approached me holding a handout I’d given the class. He pointed to one example of a lead I’d written and asked: “Isn’t this in the passive tense? Shouldn’t it be active?”
Hmmm. Why yes, yes it should, I said.
He smiled. Nothing like busting the prof.
I smiled, too. Never felt so good to get showed up.
Not all moments are like that, though.
After hammering home that it’s a journalistic no-no and can lead to a failing grade, a couple of students have continued to make up quotes and information during class exercises. And trying to get them to write a story that puts the news first has been, well, trying. It doesn’t help that this is the end of their first year (the academic year ends in October) and they’re just now learning the basics of news writing. At least they’re learning it in their first year at all, I guess. My colleagues who are teaching second and third year courses are still hammering the same basics home to their classes.
Meanwhile, when it comes to other things, namely coming up with story ideas, the students almost universally shine. They have GREAT story ideas. Far better than I remember having in journalism school, and far better than you’d find in a lot of newsrooms. One student is doing his final story about what it’s like to be single on a campus where being part of a couple is, apparently, a social imperative. I’ll give you a hint: it’s much like being unmarried at 33. You’re a freak.
A lot of the ideas they’ve floated in class have given me much better insight into their lives. For example, university students each get paid 25,000 Rwandan francs (about $50 USD) a month by the government, a big incentive to stay in school. Without it, many of them wouldn’t be able to carry on their studies — that or they’d miss more classes than they already do to go to work. I also learned that overcrowding on campus is a big problem, as evidenced by the fact that they sleep two to a single bed in the dorms.
It’s clear that some of the students really want to do well, and get ahead. One pulled me aside one day and pointed to a story posted on a school bulletin board. It was an article written by a second-year student that had been published in the New Times, the English language daily in Kigali. Could I help him, he wondered, get a story published like that? Maybe, he ventured, I could even lend him a digital camera so he could have a picture with it?
I told him and the rest of the class that if they came up with a really strong story idea and wanted to get it published, I’d work with them to try to get it in a local paper.
At least one student, though, is thinking a little bigger. As we walked through campus the other day, he asked whether I might be able to help him get a story in a big American paper. Did I think, he ventured, that my editors at the Philadelphia Inquirer might be interested?
I didn’t say no. What I did say was that maybe we should concentrate on coming up with a good local story idea and nailing a lead first.
Our class discussion a few days later probably just fueled the fascination with American journalism. We were talking about journalism ethics, and I was going over some basic principles. North American principles, that is. One of those principles being that reporters shouldn’t take money or gifts from the people they’re covering so as to avoid even an appearance that they are beholden to anyone. Here in Rwanda, meanwhile, it’s not uncommon for journalists to be provided transportation to cover events by the people hosting said events. And they are given money to cover press conferences.
That got us into a discussion about how much journalists in Rwanda make, and my students were agog when they asked me – and I told them – how it compared to the U.S. I told them that reporters in North America can get paid anywhere between $17,000 a year (entry level at a small paper) to $100,000-plus a year (senior reporters at large newspapers). The $17,000 figure alone made eyes pop. That’s roughly 8.5 million francs. Starting journalists in Rwanda can make as little as 300,000 Rwf a year, they said. (Having said that, students who work at Radio Salus get 45,000 Rwf a month … almost double that)
During the same ethics discussion, we talked about journalists avoiding writing stories to which they have a personal connection. One student asked what a reporter should do if he couldn’t avoid having to interview a friend or family member. He cited a recent radio show on which one of the panel guests was the moderator’s brother. What should the moderator do? the student asked. Well, I said, he could, at the very least, reveal the relationship to his audience. Or he could step aside as moderator for one day and get someone else to fill in.
Option C, of course, is “none of the above.”
Which is apparently what the moderator did.
Another reminder that the journalism here and the journalism I’m here to teach are still worlds apart.




