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5.4 Category 1: Privileging British Heritages .................................................................... 153 5.5 Category 2: Australia’s Emotional Allegiance to Great Britain .................................. 157 5.6 Category 3: Australia’s Military Allegiance to Great Britain ...................................... 163 5.7 Category 4: Australia as a Colony, or Legislatively Part of Great Britain .................. 165 5.8 Category 5: World War I ............................................................................................. 166 5.9 Intersections of British Heritages and Indigenous Representations ............................ 178 5.10 Conclusion ................................................................................................................. 182 Chapter Six: Black Movement in Australia 1964 – 1975 ...................................................... 187 6.1 Historical Context of the Era ....................................................................................... 187 6.2 Education Context ........................................................................................................ 192 6.3 Categories Emerging From Analysis ........................................................................... 205 6.4 Category 1: Interactions with Explorers ...................................................................... 205 6.5 Category 2: Frontier Conflicts ..................................................................................... 232 6.6 Category 3: Tasmanian Indigenous Australians .......................................................... 240 6.7 Category 4: Colonial and Post Colonisation Representations ..................................... 247 6.8 Category 5: Contemporary Representations ................................................................ 262 6.9 Intersection of British Heritages and Indigenous Representations .............................. 271 6.10 Examples of Resistant and Alternative Readings of Indigenous Representations .... 274 6.11 Conclusion ................................................................................................................. 280 Chapter Seven: 1988 Bicentennial Era .................................................................................. 291 7.1 Historical context ......................................................................................................... 291 7.2 Education context......................................................................................................... 298 7.3 Categories emerging from analysis: Indigenous Representations ............................... 306 7.4 Category 1: Traditional lifestyles and environments (including contact pre-1788) .... 306 7.5 Category 2: Early Colonial History and Interactions with Explorers .......................... 317 7.6 Category 3: Frontier Conflicts ..................................................................................... 323 7.7 Category 4: Federation and the Constitution ............................................................... 326 7.8 Category 5: General civil action led by Indigenous Australians ................................. 329 7.9 Category 6: The Wave Hill Station Strike ................................................................... 331 7.10 Category 7: Indigenous knowledges .......................................................................... 343 7.12 Category 9: Representations in Social Studies Curriculum ....................................... 358 7.13 Categories emerging from analysis: British heritages ............................................... 360 7.14 Category 1: Examples of British Heritages Omitted From the Curriculum .............. 361 7.15 Category 2: Australia’s emotional allegiance to Great Britain .................................. 369 7.16 Category 3: Australia’s Dissociation from Great Britain .......................................... 373 7.17 Category 4: Foreign Policy Connections Between Australia and Great Britain ........ 383 7.18 Category 5: World War I (WWI) ............................................................................... 385 7.19 Category 6: Conscription ........................................................................................... 391 7.20 Category 7: Reason for Colonisation ......................................................................... 392 7.21 Category 8: Federation ............................................................................................... 393 7.23 Conclusion ................................................................................................................. 396 Chapter Eight: Conclusion ..................................................................................................... 407 8.1 Introduction .................................................................................................................. 407 8.2 Final Stage Analysis: Obstacles to be Tackled ............................................................ 407 viii
8.3 Representations of British Heritages and Indigenous Australians in National History: A critical reflection. ............................................................................................................... 409 8.4 Closing remarks ........................................................................................................... 418 Reference List .................................................................................................................... 421 ix
Page 1: University of Southern Queensland C
Page 5: Certification of Dissertation I cer
Page 8 and 9: for and receive a scholarship so th
Page 12 and 13: List of Figures Figure 3.1 Structur
Page 14 and 15: Appendices Appendix A: Contexts…
Page 16 and 17: through The Courier Mail, as well a
Page 18 and 19: A syllabus in the Queensland school
Page 20 and 21: after World War I (WWI); the Austra
Page 22 and 23: Settler and Savage: One hundred yea
Page 24 and 25: 3. What discourses of British Herit
Page 26 and 27: Howard in 2007; arguably a point in
Page 28 and 29: 2.1.2 Key concepts and terms. As wi
Page 30 and 31: Giroux & Purpel, 1983; Whitty, 1985
Page 32 and 33: that Bruner mentions are prepositio
Page 34 and 35: kind of private property handed dow
Page 36 and 37: The information presented thus far
Page 38 and 39: English (AATE) used an editorial of
Page 40 and 41: 2.3 Defining Textbooks One importan
Page 42 and 43: textbooks are...a very important ve
Page 44 and 45: which the learner is subject, but t
Page 46 and 47: Although Issitt (2004) contends tha
Page 48 and 49: intended set of learnings are infor
Page 50 and 51: Moving to focus on those who hold r
Page 52 and 53: parameters of the terms of the deba
Page 54 and 55: Similarly, Woodfin asserts “in es
Page 56 and 57: 1996, pp. 8-9). Luke further discus
Page 58 and 59: powerful groups may also otherwise
Page 60 and 61:
2.7.1 Theories of national identity
Page 62 and 63:
understood as part of a broader str
Page 64 and 65:
significance (either implicitly or
Page 66 and 67:
…in the established nations, ther
Page 68 and 69:
The ‘history wars’ in Australia
Page 70 and 71:
In academia, the move is away from
Page 72 and 73:
and its internal and external other
Page 74 and 75:
Whilst this may be an extreme examp
Page 76 and 77:
conducted for this project due to t
Page 78 and 79:
Table 2.2 The Two Traditions of His
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puts emphasis on the celebration of
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emaining the same throughout. Stude
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As one of few (current) educators i
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A researcher bricoleur carefully se
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approaches. What bricolage does off
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and modification” (Reitstaetter,
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icolage, interpretive bricolage, po
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approaches, processes of further en
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historical studies and more (see, f
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A criticism made by Blommaert that
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The lens of CDA is used to gain ins
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with the bricolage approach adapted
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In his examination of American hist
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considered and, where relevant, ove
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the…analysis of political discour
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avoids the ‘Bad King John/Good Qu
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2005, p. 5). Due to placing visual
Page 114 and 115:
(1995-1996, p. 5). Increasingly, st
Page 116 and 117:
term memories, and the power nation
Page 118 and 119:
When we attempt to answer the quest
Page 120 and 121:
In academia, the move is away from
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Historians operating in the critica
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for the purposes of this project, i
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get the job done to the satisfactio
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the project, enabled through a refl
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challenging task of the reflection
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understand the relationship the res
Page 134 and 135:
establishing the trustworthiness of
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publishing company for Queensland s
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of direct light, so that they could
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o Queensland based authors are ofte
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selection, resulting in as comprehe
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• “1. Focus upon a social probl
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contextualised in the wider study,
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Dijk as “knowledge, attitudes and
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136
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a type of ‘neutral’ fact-sheet
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across the three distinct eras focu
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stories by authors such as Arthur C
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opposes the notion that a person is
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Given the clear recollections of sc
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5.2 Education Context This section
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following passage taken from the pr
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5.2.3 Key textbooks and related sch
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Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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the largest for British heritages,
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stands for the country itself and t
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Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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demands. But if they spoke with a u
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5.8.1 Discourses of legitimizing th
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practical example: Australia’s pa
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Although often mediated through the
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which were, at the time, very emoti
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Source 5.6. Front cover of Anzac Da
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5.9 Intersections of British Herita
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Australia contains further signific
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Source 5.7. Extract from Preface to
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Furthermore, the use of primary sou
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“…playing fast and loose with t
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Australia experienced a growing str
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Separate State responsibility has l
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The two examples above, although br
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It was in the 1952 syllabus that th
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(b) Australian Aborigines. (Departm
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However, due to the wide distributi
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matter in a fresh and interesting w
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textbooks published in the early to
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Source 6.3. A sample project sheet
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narratives of so-named British expl
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This image, like many of the narrat
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killed by Indigenous Australians; E
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possibly unintended message that th
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Source 6.10. “Natives” extract
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Source 6.11. “King was saved” e
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Indigenous Australians is linked wi
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one Indigenous person. There is a v
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Source 6.15. Batman Treaty and Gove
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Indigenous Australian interactions
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Source 6.18. “Jacky’s Sad Story
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Australians in history narratives.
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comments that bring together the va
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6.5 Category 2: Frontier Conflicts
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6.5.2 Discourses of eye-witness acc
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places where the natives were treat
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Source 6.24. Frontier Conflicts ext
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6.6 Category 3: Tasmanian Indigenou
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emoval of the captured aboriginals
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Some emotion is attributed to this
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6.6.4 Discourses of criminality. Vi
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in Source 6.28, they are both male,
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emerging respect for different know
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exploration of the Western Australi
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group: “naked”; “In the ten t
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Source 6.31. “The Last of His Tri
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Source 6.32. “Corroboree” in Sc
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Source 6.33. Typical portrayal of T
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1962, p. 214). Attributing negative
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Source 6.35. “The Referendum of 1
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inclusion of Indigenous Australians
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foreground of the image, but it is
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Indigenous Australians are still re
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Source 6.40. “An Australian Fairy
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Indigenous woman which, although co
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They hold that the bush and all it
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attention and make learning Social
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Department of Education, 1960/1963,
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secondary school level this textboo
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history of Tasmania through various
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Social Studies for Queensland schoo
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al., 1969, p. 166), where Indigenou
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290
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Source 7.1. Extract from Introducti
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In the lead up to and in the year o
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Newton. The lyrics portray a multic
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1988 Bicentennial, clearly marking
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Demonstrating the progressive move
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It is important that students have
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such as Case studies in Australian
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Our hope is that students using the
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Source 7.10. “Settlement in Austr
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Source 7.12. Dampier extracts from
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making roles. Particularly in some
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Source 7.17. Classroom moiety syste
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Source 7.19. Yiwara “special obli
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suggestions on how teachers are to
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As demonstrated in Source 7.23, thi
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Source 7.28. “The first Australia
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settlement. However, documents reve
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of the early interactions between T
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Given that this textbook was publis
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overtly, as the issues of land righ
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The Wave Hill walkout, covering the
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textbook author is presenting for s
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Crossroads: Imperialism and race re
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Source 7.42. Vincent Lingiari’s n
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Australia’s referenda history—w
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Source 7.45 demonstrates that throu
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of Indigenous Australian cultures.
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the 42 page unit of work in a textb
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Source 7.53. Continuity of Indigeno
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in conjunction with non-Indigenous
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Source 7.57. Activity ideas for Nat
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Unit 3: Modern Australia emerges co
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demonstrate, even at a minor and in
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students are exposed to no aspects
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first Australians and I’m an Aust
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eing taught until the upper primary
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which details the setting up of a c
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7.67. Two examples in particular sh
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unlike other textbooks which discus
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However, although this statement wa
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fear of Japan, that the Australian
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Australia in both WWI and WWII. The
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Source 7.73. Treaty of Versailles e
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The Australian government realized
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Task 41: Australian foreign policy
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enemy threatening to invade our sho
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following statement: “Political l
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“doomed to failure”; “finally
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So strong are the stories of the Ga
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Moving beyond a simplistic discours
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Nationalists, opposed to the Britis
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This demonstrates the importance Gr
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entered mainstream public conscious
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explains the purpose of including T
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Source 7.95. “Pupil information s
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terminology of European is stated w
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7.23.6 Representations of British h
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406
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findings of the analysis through ar
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curriculum in such a way that the h
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(and at times former dominant disco
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natives and often gave them present
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finite and ‘true’. In particula
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understanding? This last point is o
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420
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and functional perspectives on time
Page 438 and 439:
Collins, C., & Knight, S. (2006). E
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Department of Public Instruction. (
Page 442 and 443:
Fiske, J., Hodge, B., & Turner, G.
Page 444 and 445:
Henderson, G. (2008b, August 12). N
Page 446 and 447:
Kitson, J. (Interviewer), & Malouf,
Page 448 and 449:
Melleuish, G. (1998). The packaging
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Roberts, M. (2004). Postmodernism a
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van Leeuwen, T. (2001). Semiotics a
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440
Page 456 and 457:
442
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particular, this includes taking on
Page 460 and 461:
The mapping of these debates conclu
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A1.1.4 Terminology. The term histor
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The similarities of the debates acr
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over...an overrun of divisive multi
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political cartoon satirist, Peter N
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A1.5.1 April 23, 1993: Geoffrey Bla
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After an initial furor, this curric
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A1.5.4 October and November 1996: J
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I take a very different view. I bel
Page 478 and 479:
history/culture wars in the public
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parallels between ideologies presen
Page 482 and 483:
into “politically correct new age
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Root and branch renewal of history
Page 486 and 487:
Further in his lecture, Manne then
Page 488 and 489:
Throughout the years that the histo
Page 490 and 491:
A people with a sense of a fair go
Page 492 and 493:
"There's real anger about that," ag
Page 494 and 495:
Instead, from the nation's Parliame
Page 496 and 497:
asis for critical (and often deriso
Page 498 and 499:
valid reasons for living and hoping
Page 500 and 501:
“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
Page 506 and 507:
The politicisation of the curriculu
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Government in the rundown to the en
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oversimplified and shallow analysis
Page 512 and 513:
than the combination of history, ge
Page 514 and 515:
Language used by opponents of the c
Page 516 and 517:
invades school curriculum” (Lane,
Page 518 and 519:
504
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506
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Appendix D: Sample Data Analyses Ti
Page 524 and 525:
(p. 110) Passage 6: (pp. 110-111) P
Page 526 and 527:
probably good that this was not cas
Page 528:
Overall, a very unemotional account
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