Most reasonable people agree that Monday mornings are terrible. But mine was significantly improved by spending time with the journalism class at Manzano High School.
BTW, did everyone see my fun quip on Twitter about Manzano and Sandia? No worries if you didn’t, I’m about to repeat it: I sometimes wonder whether Spanish speakers visiting Albuquerque think it’s strange that we have a Watermelon High School and an Apple High. We’re used to those names, but the literal translation is sort of funny, no?
Back to my visit to Manzano. I encountered journalism teacher Matt Kraus a few weeks ago in the course of reporting on a story about Professional Learning Communities. Stay tuned for that story on next week’s Schools page. He invited me to speak to his class and the kids were attentive and asked some good questions.
I thought their most interesting questions were about voice versus bias, and whether it is possible for journalists to express a voice without compromising our objectivity. I think that’s a question for a panel of professionals, but I took a stab at it. In a sort of rambling manner, I told them I think we can.
Using myself as an example, I think my voice is sort of wonky. I place a high value on research and scientific evidence that shows whether education reform ideas work or flop. I’m not very interested in placing blame for problems, and am far more interested in exploring systemic issues that lead to problems. I’m virulently opposed to oversimplifying complex issues to the point that key nuances are lost. That’s a voice, and it has pros and cons. You could certainly argue that it makes my writing less snappy and that other voices and styles are more effective at holding public officials’ feet to the fire.
I told the students that I think that voice comes through in my reporting, and that I can write in that voice without losing sight of objective facts and ensuring groups with diverse opinions have a say. That’s my take. I’d love to hear from readers and other reporters who have thoughts on this topic.
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