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Australasia appears in a number of textbook from this era, highlighting its pedagogical significance in teaching school students about emotional ties to Great Britain, through a political ideology that upholds colonisation and empire. It is included in A Story of the Australian People (Cramp, 1927) in a section on Australian writers, and also in the first edition of Queensland readers: Book V (Department of Public Instruction, 1913b). Including this poem in two textbooks across a twelve year time period, that covers both pre and post WWI, demonstrates the consistency of ideology present in school textbooks across a time period that witnessed otherwise periods of rapid social and political change, especially in light of the involvement of Australia in World War I. This discourse of military allegiance in the Queensland readers: Book V (Department of Public Instruction, 1913b, p. 45) is also shown as Australia ready and willing to assist Great Britain, stating: ...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. (Department of Public Instruction, 1913b, p. 44, emphasis added) This emphasises that in a future time of war or military conflict, Australians will serve to protect Great Britain, under its military control. This is apparent by the lines: “to aid in defending the honour and interests of that Old Land under whose imperial sceptre Australia’s sons are proud to serve” (Department of Public Instruction, 1913b, p. 44). Upholding Great Britain as the country to which Australians should demonstrate loyalty, whilst not articulated overtly, is mitigated through the language of ‘serving under’ Great Britain, according to its interests, not Australia’s. This gives an indication of the socio-political attitude of the time that would become explicitly evident when Australia declared participation in war in 1914, as a mark of their allegiance to Great Britain first doing so against Germany. This Reader was first used in schools in 1915, so this poem could have provided an interesting text for the teacher to use as an example of the sentiment which caused Australia to join Great Britain in declaring war. 164
5.7 Category 4: Australia as a Colony, or Legislatively Part of Great Britain 5.7.1 Discourses of Federation. Within the discourse of the Federation of Australia, there is an obvious communication of allegiance maintained to Great Britain, despite political separation. An exception to this is in New history for seventh grade (Dunlop & Palfrey 1932a), which focuses on the technical operation of Australia’s parliamentary system. This allegiance is attributed to both practical topics (such as future military protection) and emotional concepts (connection to ancestry and symbols of the Empire, such as flags). Federation features prominently in textbooks and is often connected with Great Britain. For example, the New syllabus history for sixth grade textbook attributes the development of Federation to Great Britain in a chapter titled Responsible Government (Dunlop & Palfrey, 1932b, pp. 71-73). A story of the Australian people (Cramp, 1927) attributes two out of five reasons for Australia’s federation to Great Britain; whilst the Queensland Reader Book V (Department of Public Instruction, 1913b, pp. 219-225) contains a seven page narrative titled The Founding of the Commonwealth. The following example articulates a legislative requirement to follow Great Britain, and also a move away from formal British governance: The will of the people being thus expressed, a Constitution Bill was submitted to the Imperial Parliament and a delegation representing six colonies went to London to make clear the wishes of Australia on all points of importance. On 9 th July, 1900, the Bill received the assent of the late Queen Victoria...On the 17 th September the Queen signed the proclamation which declared that on the first day of January, 1901, the people...should be united in a Federal Commonwealth under the name of the Commonwealth of Australia. (Department of Public Instruction, 1913b, p. 224) The Cramp (1927) authored textbook, includes the following excerpt from Chapter 32: Federation, aimed at the same age group as the Queensland Reader Book V: It was felt that the peoples of Australia should come together in a Federation for several reasons. (1) British settlements should feel a common interest because of their common race. They should come closer together, and not drift apart. (2) ... (3) As separate colonies they would never have much influence with the rest of the world. Even England herself would not pay sufficient respect to their requests and 165
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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
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(1995-1996, p. 5). Increasingly, st
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term memories, and the power nation
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When we attempt to answer the quest
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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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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 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
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Page 176 and 177: Source 5.4. The Flag of the Empire
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
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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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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
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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
Page 514 and 515:
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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