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which were, at the time, very emotive on topics such as conscription, allegiance to Great Britain and supporting the conflict as an act of patriotism. 5.8.5 Discourses of death. WWI saw the largest loss of life from any conflict ever in the world, and is commonly attributed to the enormous military technological power developed whilst traditional fighting methods were maintained (for, example, close combat fighting alongside machine gun technology). To explicitly place the post-WWI textbooks in their own historical context, the school students learning from textbooks such as A story of the Australian people (Cramp, 1927) and New syllabus history for seventh grade (Dunlop & Palfrey, 1932a), would be of the age where, although too young to remember WWI in detail, would undoubtedly have experienced the consequences of this conflict in terms of family members, family friends and neighbours’ experiences. Many would also have experienced the consequences of a death of a family member, serious wounding and/or post traumatic impacts of returned service personnel. So, the aftermath of WWI is not a foreign experience for many of the school students during this era. However, despite this, discourses of death are presented in an unemotional, detached way, with the tone ignorant of the impact this conflict has had on the students most likely to be reading the text. For example, A story of the Australian people reads: Altogether, 330,000 men—all volunteers—were embarked from this continent for the front, another 80,000 had been raised and were under training at the time of the Armistice. Not fewer than 60,000 were killed, while the percentage of the casualties was greater among the Australians than for any other part of the British Empire. The war cost us about £400,000,000. No fewer than 63 soldiers were awarded the highest decoration—the Victoria Cross. (Cramp, 1927, p. 220) Despite the huge loss of life experienced as a result of WWI of “Not fewer than 60,000 were killed” (Cramp, 1927, p. 220); with 4.87 million the total population of Australia in 1913, this represents a significant portion of the military aged male population. This loss is justified through the phrase, “the percentage of the casualties was greater among the Australians than for any other part of the British Empire” (Cramp, 1927, p. 220) written without emotion or reflection of the impact on families and the community, describing the loss of life is acceptable due to an ambiguous attribute of the soldiers of their “motive was pure” (Cramp, 1927, p. 218). The perspective communicated here, and throughout A story of the Australian 174
people, is one of a distant observer, ignorant of the intricate socio-political context of WWI and the strong opposing viewpoints articulated in mainstream media, for example the controversy surrounding conscription and the very prominent campaign both for and against conscription. 5.8.6 Discourses of commemoration. An indication of the move away from British heritages, can be seen in the change from many British based conflicts seen in the early Readers and commemorative days (for example, Empire Day) towards the sustained inclusion of Anzac Day as a commemoration of national importance. This was, however, a slow process, with many Readers in the 1930s not changing from their published content of 1913 and 1914. In this era, Anzac Day was positioned distinctly as part of the British Commonwealth, and less as a part of a definitive Australian-ness that it has since become (see, for example, Source 5.6). Interestingly, and indicative of the slow change in curriculum, there is no mention of either Anzac Day or Empire Day in “A Story of the Australian People” (Cramp, 1927). Anzac Day during this era seems more of a commemorative event, outside of academic school curriculum, because whilst Anzac Day commemorations are evident from 1916 onwards as an event that schools actively acknowledge, it is not included in History textbooks, even when WWI is the focus (see, for example, Cramp, 1927; Dunlop & Palfrey, 1932a). The first school curriculum document located for this project that contains reference to World War I is the front and back cover of The School Paper, a regular student newsletter published by the Department of Public Instruction, and intended as a supplementary curriculum document. The April 25, 1916 edition contains particular significance as it demonstrates the very early uptake of Anzac Day as a point of commemoration both for the community in general and schools; being only one year after the landing of the Australian and New Zealand Army Corps at Gallipoli. The cover, a full colour image, rare for this era due to cost of copying, can be viewed at Source 5.6. What follows is an analysis of this image, bringing together a number of different sub-discourses within a broader one of commemorating Anzac Day. 175
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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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the project, enabled through a refl
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challenging task of the reflection
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understand the relationship the res
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establishing the trustworthiness of
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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 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 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
Page 226 and 227: possibly unintended message that th
Page 228 and 229: Source 6.10. “Natives” extract
Page 230 and 231: Source 6.11. “King was saved” e
Page 232 and 233: Indigenous Australians is linked wi
Page 234 and 235: one Indigenous person. There is a v
Page 236 and 237: 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
Page 446 and 447:
Kitson, J. (Interviewer), & Malouf,
Page 448 and 449:
Melleuish, G. (1998). The packaging
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Roberts, M. (2004). Postmodernism a
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van Leeuwen, T. (2001). Semiotics a
Page 454 and 455:
440
Page 456 and 457:
442
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particular, this includes taking on
Page 460 and 461:
The mapping of these debates conclu
Page 462 and 463:
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
Page 468 and 469:
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
Page 484 and 485:
Root and branch renewal of history
Page 486 and 487:
Further in his lecture, Manne then
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Throughout the years that the histo
Page 490 and 491:
A people with a sense of a fair go
Page 492 and 493:
"There's real anger about that," ag
Page 494 and 495:
Instead, from the nation's Parliame
Page 496 and 497:
asis for critical (and often deriso
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valid reasons for living and hoping
Page 500 and 501:
“centrally prescribed curriculum
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elativism in school curriculum, spe
Page 504 and 505:
supporting PM Howard’s call for a
Page 506 and 507:
The politicisation of the curriculu
Page 508 and 509:
Government in the rundown to the en
Page 510 and 511:
oversimplified and shallow analysis
Page 512 and 513:
than the combination of history, ge
Page 514 and 515:
Language used by opponents of the c
Page 516 and 517:
invades school curriculum” (Lane,
Page 518 and 519:
504
Page 520 and 521:
506
Page 522 and 523:
Appendix D: Sample Data Analyses Ti
Page 524 and 525:
(p. 110) Passage 6: (pp. 110-111) P
Page 526 and 527:
probably good that this was not cas
Page 528:
Overall, a very unemotional account
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