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Source 5.6. Front cover of Anzac Day edition of The School Paper: Anzac Day. (Department of Public Instruction, 1916, April, n.p.) In Source 5.6, the coming together, or uniting, of Australian states as a nation is demonstrated by the crests of the states: New South Wales, Victoria, Western Australia, South Australian, Tasmania, Queensland and New Zealand. Northern Territory and the Australian Capital Territory were at that time not formed. Although New Zealand is not a state of Australia, it is represented in Anzac Day as the two nations commonly fought together in WWI battles, hence the name: Australian and New Zealand Army Corps (or, Anzac). The Queensland crest is the largest, being about double the size of the others, and is positioned away from the rest 176
of the crests, at the lower front centre. To further promote that this is a Queensland version of Anzac Day, the shape of the oval ‘framing’ of the soldiers represented is illustrated with an extra part that forms it into a “Q”. Wording in the “Q” reads: “In memory of the heroes of Anzac 25 th April 1915. Queensland” (Department of Public Instruction, 1916, n.p.). British heritages are evident across many symbols included in this picture. First, on top of the oval framing of the soldiers, is a crown and red lion, representations of the British Crown. There is a large Union Jack flag (representing Great Britain) held by two of the soldiers and red roses frame the oval framing of the “Q” (mentioned above). Both discourses of Australia as a unified nation, and discourses of British sovereignty over her former colonies are present. Representations of soldiers within British heritages are portrayed with six serving men of the Allies, mainly the British colonies (and former colonies). Standing in the back row from left to right, are a soldier from an unknown location, possibly Canada, an Australian soldier wearing a slouch hat and holding the pole of the flag (he is in the centre and slightly taller and bigger than the two serving men beside him, representing the physical strength and importance of the Australian soldier to the intended audience of school students), and a person from the Navy, most likely from Great Britain. Seated or squatting in the front row from left to right are an Indian soldier (obvious by his distinct uniform headdress), a British soldier and another soldier without headdress. His origin is not clear, but is possibly from a country on the African continent. The representation of soldiers/serving men from different Allied countries demonstrates the awareness of the various backgrounds of the soldiers fighting in WWI. A community of soldiers is established and school students are being made aware of the diverse population of the allies, including that of the British Empire. The back cover page contains an image (colour painting) facing towards Anzac Cove in Gallipoli with the sun rising from the hills behind the beach. The following phrase is included: “Anzac—The Dawn” and underneath, “25 th April, 1915” (Department of Public Instruction, 1916, n.p.). The Dawn physically represents the sun rising over the hills, and is symbolic of the beginning of a new era for Australia as a more unified nation. So, in this cover of an Anzac Day edition of The School Paper, ties to Great Britain are clearly communicated, as well as the emerging emotional and patriotic unification of Australia. Overall, three significant discourses are included: Australia unifying as a nation; British heritages as superior and connection with other countries of the British Commonwealth. 177
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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
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of direct light, so that they could
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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
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 188 and 189: which were, at the time, very emoti
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
Page 238 and 239: 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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