PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
5.2.3 Key textbooks and related school curriculum documents. In total, 16 school curriculum texts have been selected for analysis in this era, including the following sample texts: • Children’s book of moral lessons: Written by F.J. Gould and published in 1909, this is the earliest textbook located for this era. Although published in Great Britain, it was used in Queensland schools (as it was not until 1913 that textbooks started to be published in Queensland, it is not unusual for publication of a school textbook to be from the United Kingdom). • A story of the Australian people: Queensland edition written by K.R. Cramp and published in 1927 (cover depicted in Source 5.2) is significant for this research as it is the first textbook, post WWI available. Source 5.2. Cover of A Story of the Australian People (Cramp, 1927, n.p.) • The New syllabus history series written by E.J. Dunlop and A.E. Palfrey and published between 1932-1934 in Brisbane, Queensland by education publishers, William Brooks and Co. The authors were, at the time, District Inspectors of Schools and the textbooks mirror the requirements of the syllabus, and were sanctioned by the Department of Public Instruction. An interesting feature of Dunlop and Palfrey is that they wrote textbooks at least up until the 1950s, indicative of their influence over a large time period. 152
5.3 Categories Emerging from Analysis Analyses of curriculum documents for this era focus on British heritages rather than Indigenous representations. The categories here have been identified as a result of the preliminary and intermediate analyses (see Appendix D for a sample analysis). 5.3.1 British heritages. Representations of British heritages are evident through five key categories, and within these a number of specific discourses emerge. The identified categories and discourses emerging from analysis are listed below, with the remainder of the chapter reporting the findings of the analysis: Category 1: Privileging British heritages Category 2: Australia’s emotional allegiance to Great Britain Category 3: Australia’s military allegiance to Great Britain Category 4: Australia as a colony, or legislatively part of Great Britain Category 5: World War I 5.4 Category 1: Privileging British Heritages This category is evident primarily through the Queensland School Readers, for example as stated in the preface of the Queensland Readers: Book IV: (1) To instil into the minds of pupils such a love for literature as will last beyond school-days and be to them a source of permanent profit and delight. To this end, the lessons have been chosen from a very wide field. Fiction, travel, history, science, art, biography—all have been laid under tribute; and the result is a collection of extracts that may will illustrate all this is best in written English. Special attention has been devoted, in all the books, to Australian subjects, and to the poetical pieces. Many of the latter can easily be learned by heart, and will prove a “joy forever” to the diligent scholar. (Department of Public Instruction, 1913a, page iii) How this is actualized through the content of the Readers provides an interesting focus point to demonstrate that British heritages are prevalent throughout the stories, poems and history narratives. For the Queensland Readers: Book IV, at least, a significant amount of content overtly privileges British heritages and can be found in at least six examples, including: After Blenheim a poem written by Robert Southey, What is the Best Day in the Year?, Gallant Gordon, Lament of the Irish Emigrant a poem written by Lady Helen Selina Dufferin, Ye 153
- Page 116 and 117: term memories, and the power nation
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- 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
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- Page 156 and 157: stories by authors such as Arthur C
- Page 158 and 159: opposes the notion that a person is
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- Page 172 and 173: the largest for British heritages,
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- Page 176 and 177: Source 5.4. The Flag of the Empire
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- Page 180 and 181: demands. But if they spoke with a u
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5.2.3 Key textbooks and related school curriculum documents.<br />
In total, 16 school curriculum texts have been selected for analysis in this era,<br />
including the following sample texts:<br />
• Children’s book <strong>of</strong> moral lessons: Written by F.J. Gould and published in<br />
1909, this is the earliest textbook located for this era. Although published in<br />
Great Britain, it was used in Queensland schools (as it was not until 1913 that<br />
textbooks started to be published in Queensland, it is not unusual for<br />
publication <strong>of</strong> a school textbook to be from the United Kingdom).<br />
• A story <strong>of</strong> the Australian people: Queensland edition written by K.R.<br />
Cramp and published in 1927 (cover depicted in Source 5.2) is significant<br />
for this research as it is the first textbook, post WWI available.<br />
Source 5.2. Cover <strong>of</strong> A Story <strong>of</strong> the Australian People (Cramp, 1927, n.p.)<br />
• The New syllabus history series written by E.J. Dunlop and A.E. Palfrey and<br />
published between 1932-1934 in Brisbane, Queensland by education publishers,<br />
William Brooks and Co. The authors were, at the time, District Inspectors <strong>of</strong> Schools<br />
and the textbooks mirror the requirements <strong>of</strong> the syllabus, and were sanctioned by the<br />
Department <strong>of</strong> Public Instruction. An interesting feature <strong>of</strong> Dunlop and Palfrey is that<br />
they wrote textbooks at least up until the 1950s, indicative <strong>of</strong> their influence over a<br />
large time period.<br />
152
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