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Title: University of Sydney Gaza protests 'spread rapidly' despite heavy rainfall.

Original news Story

Preface

This idea is an extension from story 1 “Sydney University's Israel Ties: Student Protests on Horizon?” from assessment 1. It is Inspired by March 3rd on campus observation of a group of student protests. The original story idea aims to delve more into the university's ties with Israeli institutions and gauge student’s attention and reactions. It aims to investigate the current ongoing relationship between the University of Sydney and Israel, amidst the ongoing Israel-Palestine conflict.

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Photo taken on 5th of March, university of Sydney camperdown campus,

Photo taken on. 30th of April, University of Sydney Camperdown campus

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Photo taken on 1st of May, university of Sydney camperdown campus

Observations

On March 5th, a small group of student protests near the Carslaw building and Fisher Library (appendix 1). Armed with posters bearing messages such as "Restore UNRWA funding", "stop starving Gaza" and "End Aus complicity in genocide". They protested against Australia's stance towards Israel. A particularly striking poster, "USYD cut ties with Israel, now!" announced the potential ties between Sydney university and Israel. This call to action and public display of dissent signified a deeper issue within the university's climate and affiliations that may deserve further exploration.

Additional research

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Conversations with one of the protesting student Yasmin revealed the collaboration of sydney

university and Israel. The University of Sydney runs a medical exchange program with an Israeli

university which develops the bulldozers that demolish Palestinian homes in Gaza. University of

Sydney also runs a unit ‘OLES2155: Experience Israel’ which is partnered with the Israeli

university that trains the Israeli Defence Force. Also, another group member David mentioned

that Sydney University Chancellor, Belinda Hutchinson, sits on the board of Thales. This arms

manufacturing company collaborated with the Israeli weapons company Elbit Systems, which

makes the Watchkeeper drones used to carry out attacks on Gaza.

Yasmin noticed: "Just recently, RMIT ceased its AI research partnership with Israel’s largest

weapons manufacturer Elbit Systems. This was in response to staff, students, BDS Australia and

other activists calling RMIT out for their complicity in Israel’s crimes. If an institution similar to

RMIT can cease its partnership with Israel and Elbit Systems, then there is no reason our

university cannot follow suit”. With further Investigation, confirmed that RMIT has end the

collaboration. According to a newsletter from RMIT website on 02/11/2023, “RMIT does not

design, develop or manufacture weapons or munitions in the university or as part of any

partnership. Regarding Elbit Systems, RMIT does not have a partnership with Elbit Systems or

any of their subsidiaries, including Elbit Systems of Australia” (RMIT university, Statement:

Israel-Gaza conflict 2023).

Reporting plan

Interview more students on their perspective of the issue, interview school council of the

university’s stance. Comparison between RMIT’s action and university of Sydney, This may

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cause strong reaction among university of Sydney’s students, especially those with Pakistani or allied backgrounds.

Newsworthiness

It will attract a large group of people’s attention and reaction, from a student level to the

community level, such as Palestine action group, who hold 20 weeks of ‘free Palestine protest’ at

Hyde Park. The conflict and controversy surrounding the issue, coupled with student activism,

add depth to the narrative. The urgency stemming from RMIT's recent decision underscores the

relevance of the story, which may arouse students and local community’s attention.

Part 2: A reporting worksheet

Interviews

Yasmin. S

University of

Sydney

Student

activist, 24 years old

Phone: 0421338670

Email: YasminSashee8@gmail.com

David. W

University of

Sydney

Phone: [unreadable]

Email: [unreadable]

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Sydney

Student

activist, 26 years

old

0450521290

David.Whiting@ gmail.com

Fatima. R

University

of

Sydney

student

activist,

Phone: not

provided

Email:

Not provided

News interviews are central means that journalists utilize in gathering information that

works up to the finished newsworthy story. The news on “Sydney University's Israel Ties: Student

Protests on Horizon?” is thrilling and has caught my attention to interview diverse students and

passersby on the circumstances inspiring the protests.

From 24th of April, University of Sydney students set up a camp last Tuesday following demonstrations. The camp has consistently had more than 40 and up to about 60 campers each night, with a rally drawing about 200 people.

Hence, I Interviewed Palestinian and Israeli international students to obtain diverse perspectives

on the Israel-Palestine conflict and the impact of the university's affiliations as their insights

provide valuable context and depth to the story. For instance, the interview included Yasmin,

Fatima, and David who are student protesters to gather firsthand perspectives on the motivations

behind the protest and specific concerns about the University's ties with Israel. For instance, David shared perspectives on the protest and highlighted the university's affiliations with Israeli institutions. The students'

The student protesters are reliable sources as they are active participants in the protest and directly involved in the issue. Yasmin, a student activist, reported that on the initial night, approximately 30 to 40 individuals were accommodated here. The students' requests include urging Sydney University to sever connections with arms producers and Israeli academic

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institutions, along with urging NSW Premier Chris Minns to dismiss charges against pro-Palestine

demonstrators and repeal anti-protest legislation.

Source of Information

The news story utilizes diverse sources that include conducting interviews with relevant stakeholders to gather firsthand accounts and perspectives. The news will also include news articles, and official reports with verified information from trusted sources including reputable news outlets such as Aljazeera, Sky News, ABC News and local university publications.

Primary Source documents

Source on the dozens of students protesting arrested in more than 20 universities and 34,000 people killed in Israel.

https://www.aljazeera.com/news/2024/4/26/are-us-campus-protests-against-israels-war-on-gaza-going-global

Source on a new record of 550 arrests on the protests. https://news.sky.com/story/student-anti-israel-protests-continue-to-sweep-the-us-with-almost-550-arrests-13123079

Secondary source documents used

Authors Resource year Title Full reference Use

Tony Harcup and Deirdre O’Neill, 2017 What is News? Harcup, T., & O’Neill, D. (2017). What is News? What is news? News values revisited (again). Journalism studies, 18(12), 1470-1488. insights into news values.

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Sedorki

n

2020

Reporting

in a

multimedia world: An introduction to core

journalism skills. Routledge, Tyler Francis

Group.

Referenced for

guidance on

multimedia

reporting

techniques.

Conley,

David.,

&

Lamble,

Stephen.

(2006)

The daily

miracle.

The Daily Miracle: An Introduction to

Journalism (3rd ed.). Oxford University

Press.

Consulted for

foundational knowledge on

journalism

practices and

ethics.

Events and Observations:

I attended a student protest camping site near the Carslaw building and Fisher Library on

April 24th, where demonstrators camped and gathered to voice their dissent against the University

of Sydney's ties with Israel. I observed participants having posters with messages denouncing

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gather their perspectives on the protest and the broader issue at hand. This firsthand experience

provided valuable context and authenticity to the reporting, allowing me to convey the intensity of

student activism and the significance of the protest within the university community.

Notes on process

Partners such as universities and notable figures were among the few who had been able to respond positively to the interview request but were unreachable nonetheless. The voice I had represented the side of others who had experienced the problem. Thus, they could never fully sympathize with the other side. Still, tangential reviews helped me; they implied random interviews to those who somehow participated in the related events and rallies. However, they provided more broad-based information and ensured they are both varied and widely expressed in the reportage. This was a way to reduce single observation and make the story narration varied in the perspectives and sounds of different contributors.

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Part 3: Reflection: Navigating the Reporting Process

The process of reporting about the University of Sydney's route connection to the Israeli-

Palestine conflict is an enlightening experience that has taught me to be critical as an academic

and to apply the theoretical knowledge gained from lectures, articles, and discussions to my

journalism practice. The reflection demonstrates the complexities encountered including the

essence of verifying information, and ethical responsibility in journalism.

The process includes observing the protests and interviewing key stakeholders to create a

newsworthy piece. The process is associated with significant challenges that I encountered

including the struggles of selecting a news story that meets the brief’s specifications and time is

relevant and engaging enough to the university students. The protest against the educational

institution, which has economic and academic ties with Israel, as a primary direction of the protest

stemmed from the self-awareness of its relevance, timeliness, and ability to bring about crucial

changes within the academic dialogue.

Creating the news story offered me an opportunity to get key stakeholders' opinions

through interviews, including student protesters and university spokespersons' affairs which are

key for understanding the protests first-hand and getting the stakeholders' views. However, there

were certain psychological aspects that I had to get used to during the interview procedure. Asking

for interviews with the people who have been involved with the protesters needed to be persistent

work and effective communication. Building trust with the subjects and creating an environment

for candid and productive discussion was too indispensable for valuable insights. Hence, the

portrayal of events from diverse opinions and arguments was also quite essential for balanced and

detailed coverage. The main attention was given to the position of Palestinian and Israeli students

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towards the conflict, but the viewpoints of those international students were also very powerful in

that they showed all the complexities of the challenges.

One of the biggest learnings that I gained from this experience was when I came across

engaged individuals with contrasting view opinions which facilitated the storytelling process and

contributed to a thorough understanding of the topic that was being represented. However, the

significance of checking facts and having multiple sources turned out to be a lesson for the course

of the whole investigation process. The most effective way to cross-check the statements from the

interviewees with secondary sources such as newspaper reports and academic publications was the

main approach that was able to validate the real information from the fake one in the news

story. Furthermore, our responsibility for observing ethical values, like requesting permission and

respecting privacy, was essential for being true to journalistic ethics. Apart from the facts, this

lesson taught me some very important points of ethics in journalism, which means telling the truth

but not setting the fire. Attainment of truth being highly sensitive to the multiplicity of perspectives

and possible impact reportage might have demanded some level of thoughtfulness, ethical

consideration, and discernment.

The report bears an iterative nature and is characterized by writing, reviewing, and

rewriting. The revisions were polished as the feedback on each of the peer, instructor, and editor

was received helping in improvisation in the final news story and being concise and

coherent. Using the feedback from my colleagues and applying their suggestions to prepare me for

further refinement of the story production also helped me to raise the level of quality and impact.

In conclusion, the reflection is both tackling and covering the story of the University's

relation to Israel has been 'two-faced', giving a broad perspective on how these co-exist in the

practice of investigative journalism. The toughness of the sourcing, verification of the accounts,

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and obtaining all the other coherent and tidy information has made me grasp the ethical and

practical facets of journalistic practice. Hence, I am inspired to use these insights for my other

reporting assignments, inspired by my duty to be true to my profession and I strive to be accurate

and always accountable.

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Part 4: Transcription of Interview

Yasmin Interview

Interviewer: Thank you for investing and coming to speak to me, Yasmin. Would you start by

outlining the reasons that led you to be part of the student protest against the University of Sydney's

function with Israel?

Yasmin: Of course. My main reason and motivation for getting involved in the tent protest is to

raise awareness and advocate for change for the university not to work with Israeli institutions that

have been implicated in human rights violations against Palestinians.

Interviewer: What brought you to this area, and did you notice the demonstration we have here?

Yasmin: We're here as part of the protest against the university's ties with Israeli institutions. Yes,

we've been here for a while, raising awareness and advocating for change.

Interviewer: Can you tell me more about the specific actions you're taking as part of this protest?

Yasmin: We've set up these tents as a symbol of our commitment to the cause. We're here day and

night, engaging with students, distributing information, and organizing rallies to amplify our

message.

Interviewer: Is it possible to provide any particular examples of the university's interactions with Israeli organizations and why you find them objectionable?

Yasmin: Certainly. The case in point is the Union of Medical Schools Sydney and Israeli

University which specializes in bulldozers used in the demolition of Palestinian homes. Sydney

University's involvement in the medical exchange program portrays that it indirectly supports the

oppression of Palestine. Moreover, the 'Experience Israel' unit propels the normalization of the

state of Israel which is constantly involved in abuses of human rights.

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Interviewer: What do you think the reaction of the university administration will be regarding its

dealing with Palestine if the ongoing protest intensifies?

Yasmin: We aim to force the university to reflect upon the issue and take steps to denounce partnerships with any companies involved in human rights violations. We hope to raise awareness and mobilize student activism to create bigger and better changes and uphold ethical standards within our academic community.

Interviewer: I appreciate that you expressed your idea, Yasmin. Having come to the end of our conversation, is there still anything you believe is worth adding to the conversation?

Yasmin: I would like to give the core meaning of including all and supporting collective action for the sake of wrong actions. It is motivating to see students proactively struggle for human rights and hold the education system responsible. I hope that the protest will seriously engage the audience and will result in the implementation of helping measures from the University of Sydney administration.

Transcription of David’s Interview

Interviewer: It's a pleasure to talk to you, David, Can you enlighten me on what has attracted you personally, to participating in the most recent students’ strike protesting against the Israeli

connection?

David: Absolutely. I think that students need to proclaim against injustice and induce the institution to respond to that action. The relationship between the university and the Israeli institutions responsible for gross human rights violations is a very serious matter that I found entirely reprehensible and am saddened that I could not morally be complicit in the policies of oppression.

Interviewer: For how long have you been at the tents

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David: We set them two weeks ago and I have spent most of my time here with about 30 to 40

students every day.

Interviewer: Could you be more detailed on the matter that you consider alarming on the links

between The University of Sydney and Israeli institutions?

David: The exemplar, being the connection of our university’s head, Belinda Hutchinson, and

Thales, an arms dealing company, with Elbit Systems, an Israeli weapon developer, might serve

as an example. Elbit Systems drones are used to injure or kill Palestinians and Thales' link with

our institution has some contorted ethical dilemmas.

Interviewer: Given that the student body is involved in the university’s connection between Israel

and the University, how do you expect the protest to contribute to the policies that are undertaken

by the school?

David: Let us cut the university a headline. Ending the collaboration with organizations that

violate human rights is our primary objective. One of the specific objectives of our campaign is to

sensitize, educate, and mobilize student activism to induce the university leadership to make the

institution's practice consistent with its alleged principles of social justice and ethical

accountability.

Interviewer: Thanks for your involvement, David! Is there any other thing you desire to convey

before we finish?

David: I close this discussion by referring to solidarity and joint efforts in effecting change. It’s

amazing to get involved in the student's activities that commit to fighting college misconduct. I

aim for the action taken to achieve fundamental changes that are living proof of the importance of

students’ actions.

Passersby Transcript

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Interviewer: Excuse me, would you mind if I ask you a few questions about the protest happening here today?

Fatimah: Hello, I don’t mind.

Interviewer: Great, thank you. What brought you to this area, and did you notice the demonstration we have here?

Fatimah: As a student, I feel a responsibility to stand against injustice. The university's connections with organizations involved in human rights violations cannot be ignored.

interviewer: Can you give some examples of these connections that concern you?

Fatimah: Definitely. For instance, the collaboration between our university and Israeli companies that produce weapons used in attacks on Palestinians is deeply troubling. We need to hold our institution accountable for its actions

Interviewer: What do you think about student strikes in everyday life?

Fatimah: The first and the major one is giving students the power of influence and an opportunity to express their ideas on the problems they are passionate about. This art is a way of activism. It

collects among many important causes.

Interviewer: Are you with this rally because of the university's link with Israel or are you coming

with perhaps some other cause related to the step by the university?

Fatimah: Personally, it is a rather complicated notion, however, that is advisable for universities to seek ethical partnerships and evaluate all possible consequences of their affiliations. Nevertheless, I am aware of the strategic priorities of inter-institutional learning and

researching through exchange programs, though tensions might exist. Like in appropriate balance,

they are the two essential qualities that enable the awareness of these sorts of dealings.

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Interviewer: I appreciate you bringing up such a valuable point at the discourse as it provides the

required color to the whole discussion.

Fatimah: Of course, happy to contribute.

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References

Al Jazeera Media Network. (2023). Are US campus protests against Israel’s war on Gaza going global? Retrieved from https://www.aljazeera.com/news/2024/4/26/are-us-campus-

protests-against-israels-war-on-gaza-going-global

Alysen, B., Oakham, M., Patching, R., & Sedorkin, G. (2020). Reporting in a multimedia world:

An introduction to core journalism skills. Routledge, Tyler Francis Group

Conley, David., & Lamble, Stephen. (2006). The Daily Miracle: An Introduction to Journalism

(3rd ed.). Oxford University Press.

Harcup, T., & O’neill, D. (2017). What is news? News values revisited (again). Journalism

studies, 18(12), 1470-1488. https://doi.org/10.1080/1461670X.2016.1150193

Sky UK. (2024). Student anti-Israel protests continue to sweep the US, with almost 550 arrests.

Retrieved from https://news.sky.com/story/student-anti-israel-protests-continue-to-sweep-the-us-with-almost-550-arrests-13123079