Media Production

Mitchell V. Charnley and Blair Charnley, Reporting (New York: Holt, Rinehart & Winston, 1979—$9.95, paper)

Jerry McGuire's How to Write, Direct & Produce Effective Business Films and Documentaries (Blue Ridge Sunimit, Pa.: TAB Books, 1978—$14.95)

David W. Samuelson's Motion Picture Camera & Lighting Equipment: Choice & Technique (London and New York: Focal Press, 1977 (but not released in the US until February 1979)

David W. Samuelson's Motion Picture Camera Techniques (New York: Focal Press/Hastings House, 1978—$8.95, paper)

H. William Bockhus, Jr.'s Advertising Graphics (London: Collier Macmillan/New York: Macmillan, 1979—price not given, paper)

Stuart W. Hyde's Television and Radio Announcing (Boston: Houghton Mifflin, 1979-415.95)

Robert McLeish, The Technique of Radio Production (London and New York: Focal Press, 1979—$18.95)

David Lachenbruch's Videocassette Recorders: The Complete Home Guide (New York: Everest House, 1979—$6.95, paper)

Charles Bensinger, The Video Guide (Video-Info Publications, P.O. Box 1507, Santa Barbara, Calif. 93102—$14.95, paper)

Deirdre Boyle, ed. Expanding Media (Phoenix, Ar.: Oryx Press, 1977—$13.95)

Dan Poynter's The Self-Publishing Manual: How to Write, Print and Sell Your Own Book (Parachusting Publications, P.O. Box 4232, Santa Barbara, Calif. 93103—$14.95/9.95)     

Towards an insistent and transformative racial rhetorical criticism

ABSTRACT

Racial rhetorical criticism is a scholarly project that maps the rhetoricity of race and whiteness. Emerging in and through the intellectual labor of rhetorical scholars invested in critical explorations of race, racial rhetorical criticism is necessarily nimble, attentive to the ever-shifting yet always fixed parameters of race and whiteness. In this reflection, I advance two commitments of racial rhetorical criticism that emerge across the forum: critical vulnerability and obstinate intersectionality. Together, these two intellectual practices interrupt the static force of the canon as they produce transformative inclusion.     

Dynamic Rhetorics of Race: California's Racial Privacy Initiative and the Shifting Grounds of Racial Politics

In October 2003, Californians voted in the high-profile gubernatorial recall election and on what is referred to as the “Racial Privacy Initiative.” The Initiative sought to prohibit the gathering of racial data in education and state employment. Unlike recent such initiatives addressing California's racial laws, this one was unsuccessful: 62 percent of voters said no. This essay examines the discourse surrounding the initiative over its three-year history and traces the rhetorical dynamics that led to its defeat. The analysis details the implications of this moment for hegemonic processes in general and as they relate to the specifics of race.     

Constructing Rhetorical Borders: Peons,Illegal Aliens,and Competing Narratives of Immigration

Recent work in immigration suggests interconnections among race, nation, and immigration. This essay examines these relations, noting the rhetorical dynamics through which symbolic borders emerge and shift, in part through national debates over immigrants. Turning critical attention to mediated representations of Mexican immigrants in the 1920s and 1930s, I argue that Mexican immigrant bodies provided rhetorical space for a national discussion of race and nation. I highlight, in particular, a deportation drive and repatriation campaign that resulted in the mass exodus of hundreds of thousands of Mexicans and Mexican Americans.     

Continuing the tradition… advancing the boundaries

This study investigated the influence that social and emotional support have on attributional confidence in the brother‐brother relationship. Two‐hundred thirteen males reported on the relationship with their brother. Social support dimensions of relational support, interpersonal depth, relational conflict and emotional support were examined as a function of attributional confidence. Results indicated positive relationships between social support dimensions of relational support and interpersonal depth with attributional confidence. Relational conflict was negatively related to attributional confidence. No significant relationship between emotional support and attributional confidence was observed.     

Books in review

DYNAMICS OF IDEALISM: WHITE ACTIVISTS IN A BLACK MOVEMENT. By N.J. Demerath, III, Gerald Marwell, and Michael T. Aiken. San Francisco: Jossey‐Bass Inc., Publishers, 1971. $9.75.

TOMS, COONS, MULATTOES, MAMMIES, AND BUCKS: AN INTERPRETIVE HISTORY OF BLACKS IN AMERICAN FILMS. By Donald Bogle. New York: The Viking Press, 1973. $12.50.

RADICALS AND MILITANTS: AN ANNOTATED BIBLIOGRAPHY OF EMPIRICAL RESEARCH ON CAMPUS UNREST. By Kenneth Keniston in collaboration with Mary‐Kay Duffield and Sharon Marti nek. Lexington, Mass: D.C. Heath and Company, 1973. $15.00     

When the black box springs open: practical work in schools and the nature of science

The aim of this paper is not to bury practical work in school science but to (once again) reconsider it. We draw on three main areas of discussion: accounts of science and ‘school science work'; teachers and others’ views of the nature of science; and our own data on teachers’ reactions to ‘critical incidents’ and practicals which go wrong. We use this as a basis for re‐thinking the role of practicals. An account of practical work is suggested which has as its main feature diversity rather than a single model or template. Within this diversity we believe that teachers should be open and honest with pupils about which type of practical work they are doing and why. We advocate that students should be made aware of the different kinds of practical work they do and the purposes of this practical work. In short, teachers should explain to students what type of practical work they are doing and why. Our second message is that teachers’ views about the nature of science both inform and are informed by their classroom practices and experiences‐‐especially during lab‐work. To encourage, promote and support critical reflection of these classroom practices and experiences is therefore a vital part of teacher professional development; this in time will promote science curriculum development.     

Collaborative knowledge-making in the everyday practice of youth suicide prevention education

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.