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This essay employs a critical race counterstory to problematize how traditional journalism pedagogy's conflation of diversity and integration curbs the presumed aptitude for improved coverage of racial and ethnic communities linked to students of color. The instructional material used to teach objectivity to mass communication students, student newspaper articles, as well as personal, professional and communal knowledge inform this composite narrative about the fictional experiences of twodoi:10.31390/taboo.16.1.08 fatcat:ehtp3neyu5aaljq6myd5wjngoq