PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
for the purposes of this project, it is appropriate to incorporate a variety of approaches—both methodological and theoretical. Given that this project essentially takes textbooks, as secondary sources, and makes them the object of a primary source analysis, then it is appropriate to include an explicit analysis. CDA enables that to occur, primarily by enabling the power discourses evident in written and visual language to be brought to the fore for analysis. Therefore the ‘frame of reference’ in the first instance is the textbook, used by school students and teachers in classrooms. If this project took a more holistic or wider approach to the history of schooling in Queensland, or broader still to Australia, then a different approach, or a different set of approaches and methodologies, would invariably have been selected. What has been selected for this project is appropriate for this topic specifically, which is, simply, to investigate discourses emerging from representations of British heritages and Indigenous Australians as they have appeared in History textbooks throughout select periods of the 20 th century. To be clear, the history or “…an all embracing ‘histoire totale’ (‘total history’)…” (Black & MacRaild, 2000, p. 74) of History curriculum is not researched for this project. Rather a small but focused aspect of History curriculum is investigated. Criticizing historical research which incorporates other approaches as being theoretically weak, Marwick states of research that asserts knowledge is constructed as “…a mindless statement…Who is doing the ‘constructing’ is never explicitly stated, but one can only assume that the guilty party is the usual suspect, the bourgeois power structure. What we have is an assertion, not an explanation” (2001, p. 11). Using the term ‘constructing’ or ‘construction’ when discussing the content of History curriculum is in keeping with the inquiry approach taken towards this discipline, particularly in relation to its teaching. History is viewed as an active process of ‘doing’ research, a position shared by Chapman, who states “the discipline of history is a process of enquiry and an effort to ask and answer questions about the past through critical engagement with the traces of the past that remain in the present in the form of relics and reports” (2009, p. 3). Furthermore, constructing history is seen as “constructing interpretations of the past through selecting, interpreting and combining sources is central to history at an academic level” (Cooper & Chapman, 2009, p. 15). Despite the type of criticism lodged by Marwick, it is asserted that for this project, placing historical methodology within a bricolage approach is not necessarily in conflict with 110
historical research. Other researchers incorporate historical studies within a bricolage approach, demonstrating that combining approaches rigorously produces legitimate research outcomes. To justify this, Villaverde, Kincheloe and Helyar write, “the sole adherence to any one philosophy can also provide limitations and blindspots in understanding historical phenomena. On the other hand, the integration of several philosophies may address the conceptual restrictions of any one set of tenets” (2006, p. 314) To further respond to the criticism made by Marwick regarding the constructing of history, published textbook research has its own history of investigating constructions of curriculum. In particular, Foster and Crawford in introducing a collection of research essays on constructions of national identity in school History curriculum across a number of nation states write (and it is worth quoting them at length as their ability to articulate the use of social constructions is relevant to this project): …school history textbooks are examples of preactive curriculum documents that are socially constructed. The view of social constructionism adopted…is based upon the notion that social action is the product of the manner in which individuals and groups create and sustain their social world. From this viewpoint, the setting, the participants, their motives and intentions and the socioeconomic, cultural and historical context are important variables in shaping meaning and behavior…Studying the construction of history textbooks and their use in school from a social constructionist viewpoint allows for the exploration of the views, values and interests involved in the making of curriculum, of the political maintenance of power and knowledge and, crucially, of the sociohistorical context within which curriculum is constructed. (2006, pp. 4-5) 3.6.4 Use of language in history methodology. Careful selection of language—specific words used—to describe past events, actions and situations is an important consideration when embarking on historical research, to avoid amongst other things a ‘tone-deaf’ approach to analysing primary sources. Through the use of CDA as the lead methodology the dynamics of language is able to be made explicit. Aware of this, Cullip (2007) highlights the grammatical functions of History textbooks as a way to bring out the unstated meaning of values attributed to historical narratives, writing “in the case of history, the demand is for a range of genres, from narrative to exposition, which can 111
- Page 74 and 75: Whilst this may be an extreme examp
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for the purposes <strong>of</strong> this project, it is appropriate to incorporate a variety <strong>of</strong> approaches—both<br />
methodological and theoretical. Given that this project essentially takes textbooks, as<br />
secondary sources, and makes them the object <strong>of</strong> a primary source analysis, then it is<br />
appropriate to include an explicit analysis. CDA enables that to occur, primarily by enabling<br />
the power discourses evident in written and visual language to be brought to the fore for<br />
analysis. Therefore the ‘frame <strong>of</strong> reference’ in the first instance is the textbook, used by<br />
school students and teachers in classrooms.<br />
If this project took a more holistic or wider approach to the history <strong>of</strong> schooling in<br />
Queensland, or broader still to Australia, then a different approach, or a different set <strong>of</strong><br />
approaches and methodologies, would invariably have been selected. What has been selected<br />
for this project is appropriate for this topic specifically, which is, simply, to investigate<br />
discourses emerging from representations <strong>of</strong> British heritages and Indigenous Australians as<br />
they have appeared in History textbooks throughout select periods <strong>of</strong> the 20 th century. To be<br />
clear, the history or “…an all embracing ‘histoire totale’ (‘total history’)…” (Black &<br />
MacRaild, 2000, p. 74) <strong>of</strong> History curriculum is not researched for this project. Rather a<br />
small but focused aspect <strong>of</strong> History curriculum is investigated.<br />
Criticizing historical research which incorporates other approaches as being theoretically<br />
weak, Marwick states <strong>of</strong> research that asserts knowledge is constructed as “…a mindless<br />
statement…Who is doing the ‘constructing’ is never explicitly stated, but one can only<br />
assume that the guilty party is the usual suspect, the bourgeois power structure. What we<br />
have is an assertion, not an explanation” (2001, p. 11). Using the term ‘constructing’ or<br />
‘construction’ when discussing the content <strong>of</strong> History curriculum is in keeping with the<br />
inquiry approach taken towards this discipline, particularly in relation to its teaching. History<br />
is viewed as an active process <strong>of</strong> ‘doing’ research, a position shared by Chapman, who states<br />
“the discipline <strong>of</strong> history is a process <strong>of</strong> enquiry and an effort to ask and answer questions<br />
about the past through critical engagement with the traces <strong>of</strong> the past that remain in the<br />
present in the form <strong>of</strong> relics and reports” (2009, p. 3). Furthermore, constructing history is<br />
seen as “constructing interpretations <strong>of</strong> the past through selecting, interpreting and combining<br />
sources is central to history at an academic level” (Cooper & Chapman, 2009, p. 15).<br />
Despite the type <strong>of</strong> criticism lodged by Marwick, it is asserted that for this project, placing<br />
historical methodology within a bricolage approach is not necessarily in conflict with<br />
110
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