PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Source 5.4. The Flag of the Empire and The Australian Flag in Queensland School Readers: Book I (Department of Public Instruction, 1933, pp. 70-72; 74-76). 162
5.6 Category 3: Australia’s Military Allegiance to Great Britain 5.6.1 Discourses of pre-WWI British superiority through military activity. The discourse of military loyalty and allegiance permeates textbooks in this era. The first example comes from the 1913 Queensland Reader Book V (Department of Public Instruction, 1913b). Here, a seven page narrative is presented in the genre of a personal reflective essay, with the author relaying recent Australian history as a way to garner patriotism. An excerpt from the poem Australasia written by William Charles Wentworth concludes the narrative providing the only example of direct linking of Australian history with British heritages. This final part of the reflective essay and accompanying poem read: ...our country will be guarded by an army powerful enough and patriotic enough to repel all attempts at invasion; and we shall possess a navy cruising around our coasts, forming our first line of defence, and ready, if need be, to aid in defending the honour and interests of that Old Land under whose imperial sceptre Australia’s sons are proud to serve. “Britannia, should’st thou ever cease to ride, Despotic Empress of old Ocean’s tide, Should’st e’er arrive that dark disastrous hour, When bowed by luxury thou yield’st to power, May this thy last-born infant then arise, To glad thy heart and greet thy parent eyes, And Australasia float with flag unfurled, A new Britannia in another world.” (Department of Public Instruction, 1913b, pp. 44-45, emphasis added) Through Australasia, Australia is viewed as an extension of Great Britain, but inferior to the power that Great Britain holds beyond its national borders; as made particularly evident in the last two lines of the poem. Through this, Australia (as a nation) is justified or legitimised by its relationship to Great Britain. This perspective of Australia as unable to be completely independent and as extension of Great Britain is expressed by stating that Australia is “a new Britannia” (Department of Public Instruction, 1913b, p. 45); a feeling of connection to Great Britain articulated overtly in order to instil in students the superiority of Great Britain over Australia, as a colony or “last-born infant” (Department of Public Instruction, 1913b, p. 45). 163
- 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
- Page 150 and 151: 136
- 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 164 and 165: following passage taken from the pr
- 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 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
- Page 214 and 215: matter in a fresh and interesting w
- Page 216 and 217: textbooks published in the early to
- Page 218 and 219: Source 6.3. A sample project sheet
- Page 220 and 221: narratives of so-named British expl
- Page 222 and 223: This image, like many of the narrat
- Page 224 and 225: killed by Indigenous Australians; E
Source 5.4. The Flag <strong>of</strong> the Empire and The Australian Flag in Queensland School<br />
Readers: Book I (Department <strong>of</strong> Public Instruction, 1933, pp. 70-72; 74-76).<br />
162
Change language