The why of the news: investigative journalism as a signature pedagogy for critical thinking and global digital citizenship
DOI:
https://doi.org/10.7346/sird-1S2025-p53Keywords:
intersectionality, design-based research, global citizenship education, journalism, signature pedagogyAbstract
This paper explores ethical and investigative journalism as a signature pedagogy for the development of critical thinking and global digital citizenship. Rooted in an intersectional and decolonial approach, the study draws on transformative (Freire, 1968) and liberatory pedagogy (hooks, 1994), integrating ecofeminist and Jineolojî-informed educational practices—Jineolojî being the “science of women and life” developed in Rojava (northeastern Syria). These lenses are employed to deconstruct dominant narratives and to re-read power structures through a gender-sensitive lens.
By embracing inter- and transdisciplinary educational practices, the model incorporates capacity building strategies and findings from the XQ.EUJOY project, which promotes citizen, youth, and environmental journalism while countering disinformation and fostering inclusive communication. Applying the educational design-based research (EDBR) framework developed within XQ.EUJOY, and implementing an inquire-based learning (IBL) approach, the pedagogical path engaged trainers, teachers, students (aged 14–18 and 19–26), future journalists (from the Master in Journalism at Uniba), professional and freelance journalists. All participants were involved as co-designers, teachers, and learners in the shared aim of cultivating a “kind” media ecosystem (Colombo, 2022) that empowers those involved.
The process provided integrated teaching tools using emerging technologies such as AI, gamification, and augmented reality to support advanced media literacy—while remaining critically aware of potential biases and the need for inclusive language. The goal was to strengthen the agency of all actors involved—trainers, teachers, and learners—transforming them into social change agents capable of producing plural narratives and promoting global digital citizenship for a future rooted in peace, equity, and social and environmental justice.
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Copyright (c) 2025 Maria Luisa Mastrogiovanni
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