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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 3 The student journalist: Roles of the scholastic press in the 21st Century Each year, the non-profit Freedom House ranks the nations of the world by the amount of press freedom journalists in each country enjoy. Countries vary greatly, from the intensely restrictive North Korea, ranked last in the world and classified as “not free,” to several counties in Northern Europe, ranked near the top of the list and classified as “free.” But it’s important to remember that most differences exist not because of the will of an oppressive dictator but because the press in any given society supports that culture’s norms. Certain countries value certain things over others, and those cultural norms influence the roles a given country’s press takes. And these norms change over time depending on the needs of the nation. The view Freedom House and others take in assessing world press freedom is not much different than how scholastic press freedom advocates assess freedom in our nation’s high schools. For example, schools can be viewed as very similar to countries, thus the cultural values of a school community influence the role the student media takes. However, on both the global and scholastic level, advocates tend to rank press freedom based on some outside standard of normative ideals that might be external to the needs of a particular community. Does that mean that censorship or other expressively restrictive policies are acceptable in schools? No. But given the great variance from community to community in how much press freedom school publications enjoy, it’s important to explore, initially, the roles that the press plays in various circumstances. More specifically, it’s important to observe the way by which an individual stakeholder views the central role of the high

Authors: Maksl, Adam.
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Scholastic press roles 
The student journalist:
Roles of the scholastic press in the 21st Century
Each year, the non-profit Freedom House ranks the nations of the world by the 
amount of press freedom journalists in each country enjoy. Countries vary greatly, from 
the intensely restrictive North Korea, ranked last in the world and classified as “not free,” 
to several counties in Northern Europe, ranked near the top of the list and classified as 
“free.” But it’s important to remember that most differences exist not because of the will 
of an oppressive dictator but because the press in any given society supports that culture’s 
norms. Certain countries value certain things over others, and those cultural norms 
influence the roles a given country’s press takes. And these norms change over time 
depending on the needs of the nation. 
The view Freedom House and others take in assessing world press freedom is not 
much different than how scholastic press freedom advocates assess freedom in our 
nation’s high schools. For example, schools can be viewed as very similar to countries, 
thus the cultural values of a school community influence the role the student media takes. 
However, on both the global and scholastic level, advocates tend to rank press freedom 
based on some outside standard of normative ideals that might be external to the needs of 
a particular community.
Does that mean that censorship or other expressively restrictive policies are 
acceptable in schools? No. But given the great variance from community to community 
in how much press freedom school publications enjoy, it’s important to explore, initially, 
the roles that the press plays in various circumstances. More specifically, it’s important to 
observe the way by which an individual stakeholder views the central role of the high 

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