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February 2002, Week 2


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Tamara Hawkins <[log in to unmask]>
Reply To:
Film and TV Studies Discussion List <[log in to unmask]>
Thu, 14 Feb 2002 08:42:01 -0500
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apologies for any cross postings...
SIMILE Volume 2 Issue 1 February 2002 is now available at

Announcing the first issue of volume #2 (see table of contents and abstracts
below) of Studies in Media & Information Literacy Education (SIMILE), an
e-journal published by the University of Toronto Press.

The journal, which is currently available for free, is intended to be an
electronic meeting place for anyone and everyone interested in the broad
subject of media literacy. The journal will be published four times per
year, in February, May, August, and November. Each issue will contain three
or four full-length refereed articles from scholars approaching media
literacy from a wide variety of perspectives.

SIMILE hopes to bring together scholars and educators at all levels from the
research university to the grade school to the community college and
everything in between. The submission of theoretically-based work that has
been tested and applied in the field-the kind of work that demands
collaboration between university-based researchers and, for example, high
school teachers-is strongly encouraged.

SIMILE Volume 2 Issue 1 February 2002

C. Richard King
Defensive dialogues: Native American mascots, anti-Indianism, and
educational institutions

Exploring the arguments and practices employed by educational institutions
to defend the continued use of Native American names, logos, and imagery,
this article argues that such efforts derive from and promote
anti-Indianism. After an outline of the scope and significance of
anti-Indianism, the common arguments advanced in defense of mascots are
discussed. The central strategies employed by educational institutions in an
effort to preserve "their" Indians are identified, with particular emphasis
on misrecognition, possessiveness, compromise, denial, deferral,
endorsement, and terror. The significance of these anti-Indian practices for
Native Americans is addressed, and suggestions are made about ways to
critically read such enactments of Indianness.

Tony L. Talbert
McFreedom? Packaging democracy for student consumption

High school students are increasingly being exposed to the concept of
"packaged democracy" in social studies textbooks, curricula, and learning
resources. Democracy is defined in pleasing and palatable images that
promote the narrow economic, political, and socio-cultural interests of
corporate giants. Very little space is devoted to critical thought and
analytical inquiry about the differences between popular-democracy (i.e.,
freedom, majority rule, protection of minority rights, free and open
elections) and market-democracy principles (i.e., unrestrained consumption,
efficiency, power and access based on wealth and free/open trade). This
article examines how social education teachers and students are being
offered packaged democracy for mass consumption in two social studies
textbooks published by McGraw-Hill.

James O'Donnell
Talking about race: The role of Racial Identity Development models in
antiracist pedagogy

This research explores the efficacy of using Racial Identity Development
(RID) models as a curricular tool for antiracist pedagogy by examining the
responses of high school students and university undergraduate students to a
newspaper article that describes a racial incident. In a comparison of the
responses of the two groups, the choice of language and the construction of
arguments present a level of similarity unexplained by RID models. RID
models are discussed in order to explore their role in curricular planning
for antiracist pedagogy.

Tamara Hawkins
Marketing and Online Manager
University of Toronto Press-Journals Division
5201 Dufferin Street, Toronto, Ontario
M3H 5T8 Canada
email [log in to unmask]
tel 416.667.7849 fax 416.667.7881
Visit our web site!

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