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following passage taken from the preface of The children’s book of moral lessons: Third series sets the tone for the ideological framework of History curriculum in Queensland schools during this time. ...the present series advances to a higher level of subjects. Our view is now geographical and historical, though frequent opportunities are afforded for making appeal to the young learner’s sense of personal duty...A few illustrations are given rather by way of hint than with any pretence of adequacy. Parents and teachers should provide as many more as they can, either in book-form or by pointing out to children objects of beauty or historic interest in museums, art galleries, ancient buildings, etc. (F.J. Gould, 1909, p. v) This preface demonstrates that History curriculum is constructed explicitly through moral education in order to “...appeal to the young learner’s sense of personal duty...” (F.J. Gould, 1909, p. v). In this case, the values of the curriculum are clearly articulated. Structuring the curriculum this way links the potentially abstract topic of moral lessons to tangible school subjects of History and Geography. The curriculum is constructed beyond knowledge acquisition, and highlights the aesthetics of learning by emphasising that the information in the textbook is not all-encompassing, but instead provides an introduction to History and explicitly states that more learning needs to occur outside of both the textbook and classrooms generally. The knowledge therefore that is presented in the textbooks acts as an introduction to legitimise the selection of content throughout the book, and acts as a pointer for the selection of additional material appropriate to school students outside of this classroom context. Combined with the curriculum encompassing both technical approaches and aesthetics of learning, these perspectives and intentions of the curriculum are overtly stated, and form a feature of the writing style and content throughout the textbook. The following information concerning History curriculum was included in the 1928 government report, State Education in Queensland, demonstrating that for this era, issues of citizenship morality were closely intertwined with history and literary narratives. One possible reason for this is because the topics civics, morality and history were written into one all encompassing syllabus, prior to 1930. The Primary school curriculum aims at laying the foundations of a sound education. While emphasis is given to the importance of the “three R’s,” the syllabus also includes British and Australian history, general geography (especially that of the 150
British Empire) civics and morals, Nature study, elementary science, drawing, music, needlework, and physical training. In the larger towns educational facilities correspond generally with those provided in other parts of the British dominions, but the vast extent of territory and the scattered nature of the population in pastoral and agricultural areas present educational difficulties and problems which are in many respects peculiar, and call for special solution. (Department of Public Instruction, 1928, p. 14) The Brooks’ series of History textbooks, written by E.J. Dunlop and A.E. Palfrey, published in the early 1930s also contains sufficient information regarding the syllabus, as a sample preface from one of the textbooks demonstrates in Source 5.1. Source 5.1. Preface from New syllabus history for seventh grade (Dunlop & Palfrey, 1932a, n.p.) 151
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University of Southern Queensland C
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Certification of Dissertation I cer
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for and receive a scholarship so th
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5.4 Category 1: Privileging British
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List of Figures Figure 3.1 Structur
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Appendices Appendix A: Contexts…
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through The Courier Mail, as well a
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A syllabus in the Queensland school
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after World War I (WWI); the Austra
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Settler and Savage: One hundred yea
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3. What discourses of British Herit
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Howard in 2007; arguably a point in
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2.1.2 Key concepts and terms. As wi
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Giroux & Purpel, 1983; Whitty, 1985
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that Bruner mentions are prepositio
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kind of private property handed dow
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The information presented thus far
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English (AATE) used an editorial of
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2.3 Defining Textbooks One importan
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textbooks are...a very important ve
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which the learner is subject, but t
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Although Issitt (2004) contends tha
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intended set of learnings are infor
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Moving to focus on those who hold r
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parameters of the terms of the deba
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Similarly, Woodfin asserts “in es
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1996, pp. 8-9). Luke further discus
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powerful groups may also otherwise
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2.7.1 Theories of national identity
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understood as part of a broader str
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significance (either implicitly or
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…in the established nations, ther
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The ‘history wars’ in Australia
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In academia, the move is away from
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and its internal and external other
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Whilst this may be an extreme examp
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conducted for this project due to t
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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
Page 122 and 123: Historians operating in the critica
Page 124 and 125: for the purposes of this project, i
Page 126 and 127: get the job done to the satisfactio
Page 128 and 129: the project, enabled through a refl
Page 130 and 131: challenging task of the reflection
Page 132 and 133: understand the relationship the res
Page 134 and 135: establishing the trustworthiness of
Page 136 and 137: publishing company for Queensland s
Page 138 and 139: of direct light, so that they could
Page 140 and 141: o Queensland based authors are ofte
Page 142 and 143: selection, resulting in as comprehe
Page 144 and 145: • “1. Focus upon a social probl
Page 146 and 147: contextualised in the wider study,
Page 148 and 149: Dijk as “knowledge, attitudes and
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Page 152 and 153: a type of ‘neutral’ fact-sheet
Page 154 and 155: across the three distinct eras focu
Page 156 and 157: stories by authors such as Arthur C
Page 158 and 159: opposes the notion that a person is
Page 160 and 161: Given the clear recollections of sc
Page 162 and 163: 5.2 Education Context This section
Page 166 and 167: 5.2.3 Key textbooks and related sch
Page 168 and 169: Mariners of England a poem written
Page 170 and 171: Source 5.3. Chapter II: The Britons
Page 172 and 173: the largest for British heritages,
Page 174 and 175: stands for the country itself and t
Page 176 and 177: Source 5.4. The Flag of the Empire
Page 178 and 179: Australasia appears in a number of
Page 180 and 181: demands. But if they spoke with a u
Page 182 and 183: 5.8.1 Discourses of legitimizing th
Page 184 and 185: practical example: Australia’s pa
Page 186 and 187: Although often mediated through the
Page 188 and 189: which were, at the time, very emoti
Page 190 and 191: Source 5.6. Front cover of Anzac Da
Page 192 and 193: 5.9 Intersections of British Herita
Page 194 and 195: Australia contains further signific
Page 196 and 197: Source 5.7. Extract from Preface to
Page 198 and 199: Furthermore, the use of primary sou
Page 200 and 201: “…playing fast and loose with t
Page 202 and 203: Australia experienced a growing str
Page 204 and 205: Separate State responsibility has l
Page 206 and 207: The two examples above, although br
Page 208 and 209: It was in the 1952 syllabus that th
Page 210 and 211: (b) Australian Aborigines. (Departm
Page 212 and 213: 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
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Collins, C., & Knight, S. (2006). E
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Department of Public Instruction. (
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Fiske, J., Hodge, B., & Turner, G.
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Henderson, G. (2008b, August 12). N
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Kitson, J. (Interviewer), & Malouf,
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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
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442
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particular, this includes taking on
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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
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history/culture wars in the public
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parallels between ideologies presen
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into “politically correct new age
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Root and branch renewal of history
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Further in his lecture, Manne then
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Throughout the years that the histo
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A people with a sense of a fair go
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"There's real anger about that," ag
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Instead, from the nation's Parliame
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asis for critical (and often deriso
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valid reasons for living and hoping
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“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
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The politicisation of the curriculu
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Government in the rundown to the en
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oversimplified and shallow analysis
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than the combination of history, ge
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Language used by opponents of the c
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invades school curriculum” (Lane,
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504
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506
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Appendix D: Sample Data Analyses Ti
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(p. 110) Passage 6: (pp. 110-111) P
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probably good that this was not cas
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Overall, a very unemotional account
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