"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

A Different Mirror: A History of Multicultural America. First Edition.

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No Sense of Place: The Impact of Electronic Media on Social Behavior.

Nuclear colonialism is a system of domination through which governments and corporations disproportionately target and devastate indigenous peoples and their lands to maintain the nuclear production process. Though nuclear colonialism is an historically and empirically verifiable phenomenon, previous studies do not attend to how nuclear colonialism is perpetuated through discourse. In this essay, I argue that nuclear colonialism is significantly a rhetorical phenomenon that builds upon the discourses of colonialism and nuclearism. Nuclear colonialism rhetorically excludes American Indians and their opposition to it through particular rhetorical strategies. I identify three interconnected strategies of rhetorical exclusion that uphold nuclear colonialism. This essay discusses nuclear colonialism and rhetorical exclusion through examination of the Yucca Mountain nuclear waste siting process.

The Rhetoric of Nuclear Colonialism: Rhetorical Exclusion of American Indian Arguments in the Yucca Mountain Nuclear Waste Siting Decision

Shadows of the Indian: Stereotypes in American Culture

Faced with the need top appeal simultaneously for continuity and change, Ronald Reagan dissociated the concept of need, producing the phrase “truly needy,” Successive redefinitions of this term and the related phrase “safety net” are examined. The authors trace the persuasive definitions whose connotative dimensions remain constant while their denotative meanings change in successive Administration messages. For the most part, Reagan was able to narrow the scope of the safety net without arousing open hostility to his moves.

Reagan&#8217;s safety net for the truly needy

Political rhetoric in a democracy is, in at least some sense, educative and constitutive even as it is instrumentally persuasive. For members of ethnic, racial, or cultural groups that lie outside of the dominant culture, the educative processes that underlie policy advocacy require attention to specific cultures, traditions, historical experiences, and group interests. Thus, even though all out‐groups share many common challenges, they all face unique situations as well. This essay explores these rhetorical challenges and some of the strategies designed to meet them through an examination of the political rhetoric of American Indian activists from the 1972 Trail of Broken Treaties through the 1973 siege at Wounded Knee, South Dakota. Particular attention is paid to the question of audience.

The rhetoric of American Indian activism in the 1960s and 1970s 1

Distance Learning in Indian Country: Becoming the Spider on the Web.

Gerald J. Baldasty The creation of a truly multicultural curriculum and environment is stalled in journalism and mass communication education today. Despite substantive efforts by many, multiculturalism hasn't really become central to how we define our programs or teach our students. We talk about multiculturalism a good deal but we do not pursue it with great ardor. Multiculturalism is a broad term, encompassing issues of ethnicity, race, and gender. In this essay, I'll concentrate primarily on race because it illustrates best the issues we've been facing and dodging for the past decade. I base my views on observations from my own university and department and from serving over the past dozen years on accreditation site teams and for seven years on the Accrediting Committee for the Accrediting Council for Education in Journalism and Mass Communication. To be fair, there really has been some progress in this area. Faculty are more racially diverse than a decade ago, race is discussed in courses far more than it once was, and the students in our classes often reflect the racial mosaic of American life. There are some excellent texts and research monographs dealing with media and race; authors confront difficult issues and provide the foundation for integrating diversity issues into the curriculum. Most of this is happening at the margins of journalism and mass communication education, however; it really has not become central to who we are or what we do. The problems are several: * First, white men haven't made diversity a priority; they're content to cede that issue to their female and minority colleagues. While visiting schools on accreditation reviews, I have been struck by the fact that the lead diversity advocate among the faculty is usually a person of color, or occasionally a white woman. I understand the reticence white faculty may have; when I created my department's race and gender course nearly nine years ago, I worried that - as a white male I did not know enough about race to teach a course about it and that I would make horrible mistakes. I didn't know enough; I made mistakes. But none of it was terrible and students were far easier on me than I was. I gained knowledge and confidence with time. * We've ghettoized diversity issues into courses about race and gender. Rather than truly diversifying courses throughout the curriculum, we've often relegated discussions of race to one or two courses, such as an elective class on gender, race and media. This allows both faculty and students to avoid race in virtually all of their classes. This is a serious problem, particularly in skills courses where faculty have an opportunity to help students gain knowledge and confidence about race that will make them sensitive and successful media professionals. One instructor at an accredited journalism program told me not long ago that race wasn't relevant to a reporting class. His class was just about gathering and reporting facts; other kinds of classes should deal with race. Race is very much a part of reporting, as media critics have persuasively demonstrated for more than thirty years. * When race is dealt with, it's usually added to courses rather than integrated broadly throughout the curriculum. When we deal with race outside of the stand-alone gender and race course, we deal with it in an additive fashion. In a course about communication history, for instance, we'll acid a unit on the "black press." In a writing course, we'll add a unit on covering minority populations. These units aren't integrated into classes; rather they are just tacked on. Although a unit on the "black press" in a media history course is better than nothing at all on the subject, that course would be much better if it addressed issues of difference, power, social control and privilege when dealing with all media. Merely "adding" a unit, for instance, leaves the black press on the margins (as just an "alternative" to the mainstream media) and also serves to obscure the fact that the mainstream media are closely tied to white culture. …

Has the Dream Stalled

Les AA. analysent les strategies de communication mises en oeuvre par le gouvernement americain afin de discrediter les mouvements sociaux et politiques, et les activistes amerindiens, et de justifier toutes interventions a leur egard, interventions le plus souvent repressives et antidemocratiques. Ils montrent comment la rhetorique de l'exclusion du gouvernement masque les enjeux reels des revendications amerindiennes, et comment ce discours cherche a legitimer le pouvoir repressif de l'Etat, et a decrire toute contestation sociale et politique comme potentiellement dangereuse pour la democratie. Ils illustrent d'abord la logique de l'exclusion rhetorique par une breve histoire du Pouvoir Rouge. Ils examinent ensuite le cas de Leonard Peltier, comme exemple des consequences de la pratique de l'exclusion rhetorique. Finalement, ils examinent les implications plus generales de leur analyse.

Rhetorical Exclusion: The Government's Case Against American Indian Activists, AIM, and Leonard Peltier

Mention ""American Indian,"" and the first image that comes to most people's minds is likely to be a figment of the American mass media: A war-bonneted chief. The Land O' Lakes maiden. Most American Indians in the twenty-first century live in urban areas, so why do the mass media still rely on Indian imagery stuck in the eighteenth and nineteenth centuries? How can more accurate views of contemporary Indian cultures replace such stereotypes? These and similar questions ground the essays collected in American Indians and the Mass Media, which explores Native experience and the mainstream media's impact on American Indian histories, cultures, and communities. Chronicling milestones in the relationship between Indians and the media, some of the chapters employ a historical perspective, and others focus on contemporary practices and new technologies. All foreground American Indian perspectives missing in other books on mass communication. The historical studies examine treatment of Indians in America's first newspaper, published in seventeenth-century Boston, and in early Cherokee newspapers; Life magazine's depictions of Indians, including the famous photograph of Ira Hayes raising the flag at Iwo Jima; and the syndicated feature stories of Elmo Scott Watson. Among the chapters on more contemporary issues, one discusses campaigns to change offensive place-names and sports team mascots, and another looks at recent movies such as Smoke Signals and television programs that are gradually overturning the ""movie Indian"" stereotypes of the twentieth century. Particularly valuable are the essays highlighting authentic tribal voices in current and future media. Mark Trahant chronicles the formation of the Native American Journalists Association, perhaps the most important early Indian advocacy organization, which he helped found. As the contributions on new media point out, American Indians with access to a computer can tell their own stories - instantly to millions of people - making social networking and other Internet tools effective means for combating stereotypes. Including discussion questions for each essay and an extensive bibliography, American Indians and the Mass Media is a unique educational resource.

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American Indians and the mass media

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