apologies for any cross postings... SIMILE Volume 2 Issue 1 February 2002 is now available at www.utpjournals.com/simile ------------------ 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 ABSTRACT 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 ABSTRACT 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 ABSTRACT 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! www.utpjournals.com ---- Online resources for film/TV studies may be found at ScreenSite http://www.tcf.ua.edu/ScreenSite