PDF (Whole Thesis) - USQ ePrints - University of Southern ...

More documents

Recommendations

Info

Source 5.7. Extract from Preface to New syllabus history for sixth grade quoting directly from the syllabus. (Dunlop & Palfrey 1932b, n.p.) Although binaries of British heritages and Indigenous representations may not be explicitly stated as a comparison against one another in individual textbooks, when textbooks are tracked across a number of years in the era, it becomes increasingly apparent that this is the general message being communicated. In addition, with progress seen as common sense to a community’s legitimacy, a further binary is created when textbooks emphasize the primitiveness of one group (in this case, Indigenous Australians) and the progressive advancement of another (in this case, emerging from British heritages). Using History curriculum as a vehicle to demonstrate the development of a nation or nations, particularly when that development is positive for a wide range of people, is not necessarily faulty; however the questionability of this becomes apparent when only one nation is regarded as progressive at the expense of all other nations and groups, including those indigenous to the nation where the textbook is used. 5.10 Conclusion Bringing together the various categories and discourses analysed from the school curriculum texts forms this conclusion. Here, the following topics are addressed: narrative style of school curriculum; critical use of sources; curriculum as gatekeeper of conservative content and values or agent for change; on being British; and disjuncture and parallels between History curriculum and socio-political discourses. 5.10.1 Narrative style of school curriculum. As explained earlier in this chapter, narrative content in texts from lower primary grades demonstrate that there are no explicit discourses of British heritages or Indigenous representations. For example, The century readers: Reader 1 (c. 1904) and The royal crown readers: Book 2 (1912). Instead, these younger grades focus on every day issues with implied 182
moral values, with history content included in the middle-upper primary grades. Three distinct narrative styles are evident across the textbooks analysed, identified as: a ‘boys own adventure’ style (see, for example, Dunlop & Palfrey, 1932b); an aesthetic value through a love of literature (see, for example, Department of Public Instruction, 1913a; 1913b); and factual, detached, non-emotive descriptive writing style (see, for example WWI description in Cramp 1927). Narrative styles can vary within the same textbook, so the example references provided above demonstrate samples of style. The preface to New syllabus history for sixth grade highlights the explicit construction of a particular narrative style, and the intention in selecting this style: The Syllabus prescribed by the Department of Public Instruction specifically states: “In dealing with the events enumerated, care should be taken to give the pupils a connected story, and to trace the development of great movements and changes, noting carefully their causes and results.” History “is to be taught in such a way as to show a connected story of progressive development.” In narrative style the authors have endeavoured to give a connected account of events that may be read by pupils with comprehension and interest… (Dunlop & Palfrey, 1932b, n.p.) 5.10.2 Critical Use of Sources. Knowledge in textbooks of this era is presented as factual, complete and not open to any other interpretation. The facts selected and the way in which historical events are described do not provide space for any other perspective, resulting in no evidence of critical use of sources in the textbooks in the samples selected. On a rare occasion, there might be the inclusion of two perspectives; for example, this occurred in a narrative about Australia’s Federation whether to have the parliamentary House of Representatives, or Lower House, included as a House of Lords type arrangement or as democratically elected (Cramp, 1927); however these alternative perspectives are not really presented as problematic or questioning of dominant views. Of course, given the textbooks analysed are primarily for upper primary and lower secondary students, their age and stage of development needs to be taken into consideration. However, given the socio-political change that was occurring in society at the time, it really is at odds with the other non-school texts students were potentially exposed to outside of the classroom. 183
Page 1:
University of Southern Queensland C
Page 5:
Certification of Dissertation I cer
Page 8 and 9:
for and receive a scholarship so th
Page 10 and 11:
5.4 Category 1: Privileging British
Page 12 and 13:
List of Figures Figure 3.1 Structur
Page 14 and 15:
Appendices Appendix A: Contexts…
Page 16 and 17:
through The Courier Mail, as well a
Page 18 and 19:
A syllabus in the Queensland school
Page 20 and 21:
after World War I (WWI); the Austra
Page 22 and 23:
Settler and Savage: One hundred yea
Page 24 and 25:
3. What discourses of British Herit
Page 26 and 27:
Howard in 2007; arguably a point in
Page 28 and 29:
2.1.2 Key concepts and terms. As wi
Page 30 and 31:
Giroux & Purpel, 1983; Whitty, 1985
Page 32 and 33:
that Bruner mentions are prepositio
Page 34 and 35:
kind of private property handed dow
Page 36 and 37:
The information presented thus far
Page 38 and 39:
English (AATE) used an editorial of
Page 40 and 41:
2.3 Defining Textbooks One importan
Page 42 and 43:
textbooks are...a very important ve
Page 44 and 45:
which the learner is subject, but t
Page 46 and 47:
Although Issitt (2004) contends tha
Page 48 and 49:
intended set of learnings are infor
Page 50 and 51:
Moving to focus on those who hold r
Page 52 and 53:
parameters of the terms of the deba
Page 54 and 55:
Similarly, Woodfin asserts “in es
Page 56 and 57:
1996, pp. 8-9). Luke further discus
Page 58 and 59:
powerful groups may also otherwise
Page 60 and 61:
2.7.1 Theories of national identity
Page 62 and 63:
understood as part of a broader str
Page 64 and 65:
significance (either implicitly or
Page 66 and 67:
…in the established nations, ther
Page 68 and 69:
The ‘history wars’ in Australia
Page 70 and 71:
In academia, the move is away from
Page 72 and 73:
and its internal and external other
Page 74 and 75:
Whilst this may be an extreme examp
Page 76 and 77:
conducted for this project due to t
Page 78 and 79:
Table 2.2 The Two Traditions of His
Page 80 and 81:
puts emphasis on the celebration of
Page 82 and 83:
emaining the same throughout. Stude
Page 84 and 85:
As one of few (current) educators i
Page 86 and 87:
A researcher bricoleur carefully se
Page 88 and 89:
approaches. What bricolage does off
Page 90 and 91:
and modification” (Reitstaetter,
Page 92 and 93:
icolage, interpretive bricolage, po
Page 94 and 95:
approaches, processes of further en
Page 96 and 97:
historical studies and more (see, f
Page 98 and 99:
A criticism made by Blommaert that
Page 100 and 101:
The lens of CDA is used to gain ins
Page 102 and 103:
with the bricolage approach adapted
Page 104 and 105:
In his examination of American hist
Page 106 and 107:
considered and, where relevant, ove
Page 108 and 109:
the…analysis of political discour
Page 110 and 111:
avoids the ‘Bad King John/Good Qu
Page 112 and 113:
2005, p. 5). Due to placing visual
Page 114 and 115:
(1995-1996, p. 5). Increasingly, st
Page 116 and 117:
term memories, and the power nation
Page 118 and 119:
When we attempt to answer the quest
Page 120 and 121:
In academia, the move is away from
Page 122 and 123:
Historians operating in the critica
Page 124 and 125:
for the purposes of this project, i
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 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 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 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
Page 240 and 241: Source 6.18. “Jacky’s Sad Story
Page 242 and 243: Australians in history narratives.
Page 244 and 245: comments that bring together the va
Page 246 and 247:
6.5 Category 2: Frontier Conflicts
Page 248 and 249:
6.5.2 Discourses of eye-witness acc
Page 250 and 251:
places where the natives were treat
Page 252 and 253:
Source 6.24. Frontier Conflicts ext
Page 254 and 255:
6.6 Category 3: Tasmanian Indigenou
Page 256 and 257:
emoval of the captured aboriginals
Page 258 and 259:
Some emotion is attributed to this
Page 260 and 261:
6.6.4 Discourses of criminality. Vi
Page 262 and 263:
in Source 6.28, they are both male,
Page 264 and 265:
emerging respect for different know
Page 266 and 267:
exploration of the Western Australi
Page 268 and 269:
group: “naked”; “In the ten t
Page 270 and 271:
Source 6.31. “The Last of His Tri
Page 272 and 273:
Source 6.32. “Corroboree” in Sc
Page 274 and 275:
Source 6.33. Typical portrayal of T
Page 276 and 277:
1962, p. 214). Attributing negative
Page 278 and 279:
Source 6.35. “The Referendum of 1
Page 280 and 281:
inclusion of Indigenous Australians
Page 282 and 283:
foreground of the image, but it is
Page 284 and 285:
Indigenous Australians are still re
Page 286 and 287:
Source 6.40. “An Australian Fairy
Page 288 and 289:
Indigenous woman which, although co
Page 290 and 291:
They hold that the bush and all it
Page 292 and 293:
attention and make learning Social
Page 294 and 295:
Department of Education, 1960/1963,
Page 296 and 297:
secondary school level this textboo
Page 298 and 299:
history of Tasmania through various
Page 300 and 301:
Social Studies for Queensland schoo
Page 302 and 303:
al., 1969, p. 166), where Indigenou
Page 304 and 305:
290
Page 306 and 307:
Source 7.1. Extract from Introducti
Page 308 and 309:
In the lead up to and in the year o
Page 310 and 311:
Newton. The lyrics portray a multic
Page 312 and 313:
1988 Bicentennial, clearly marking
Page 314 and 315:
Demonstrating the progressive move
Page 316 and 317:
It is important that students have
Page 318 and 319:
such as Case studies in Australian
Page 320 and 321:
Our hope is that students using the
Page 322 and 323:
Source 7.10. “Settlement in Austr
Page 324 and 325:
Source 7.12. Dampier extracts from
Page 326 and 327:
making roles. Particularly in some
Page 328 and 329:
Source 7.17. Classroom moiety syste
Page 330 and 331:
Source 7.19. Yiwara “special obli
Page 332 and 333:
suggestions on how teachers are to
Page 334 and 335:
As demonstrated in Source 7.23, thi
Page 336 and 337:
Source 7.28. “The first Australia
Page 338 and 339:
settlement. However, documents reve
Page 340 and 341:
of the early interactions between T
Page 342 and 343:
Given that this textbook was publis
Page 344 and 345:
overtly, as the issues of land righ
Page 346 and 347:
The Wave Hill walkout, covering the
Page 348 and 349:
textbook author is presenting for s
Page 350 and 351:
Crossroads: Imperialism and race re
Page 352 and 353:
Source 7.42. Vincent Lingiari’s n
Page 354 and 355:
Australia’s referenda history—w
Page 356 and 357:
Source 7.45 demonstrates that throu
Page 358 and 359:
of Indigenous Australian cultures.
Page 360 and 361:
the 42 page unit of work in a textb
Page 362 and 363:
Source 7.53. Continuity of Indigeno
Page 364 and 365:
in conjunction with non-Indigenous
Page 366 and 367:
Source 7.57. Activity ideas for Nat
Page 368 and 369:
Unit 3: Modern Australia emerges co
Page 370 and 371:
demonstrate, even at a minor and in
Page 372 and 373:
students are exposed to no aspects
Page 374 and 375:
first Australians and I’m an Aust
Page 376 and 377:
eing taught until the upper primary
Page 378 and 379:
which details the setting up of a c
Page 380 and 381:
7.67. Two examples in particular sh
Page 382 and 383:
unlike other textbooks which discus
Page 384 and 385:
However, although this statement wa
Page 386 and 387:
fear of Japan, that the Australian
Page 388 and 389:
Australia in both WWI and WWII. The
Page 390 and 391:
Source 7.73. Treaty of Versailles e
Page 392 and 393:
The Australian government realized
Page 394 and 395:
Task 41: Australian foreign policy
Page 396 and 397:
enemy threatening to invade our sho
Page 398 and 399:
following statement: “Political l
Page 400 and 401:
“doomed to failure”; “finally
Page 402 and 403:
So strong are the stories of the Ga
Page 404 and 405:
Moving beyond a simplistic discours
Page 406 and 407:
Nationalists, opposed to the Britis
Page 408 and 409:
This demonstrates the importance Gr
Page 410 and 411:
entered mainstream public conscious
Page 412 and 413:
explains the purpose of including T
Page 414 and 415:
Source 7.95. “Pupil information s
Page 416 and 417:
terminology of European is stated w
Page 418 and 419:
7.23.6 Representations of British h
Page 420 and 421:
406
Page 422 and 423:
findings of the analysis through ar
Page 424 and 425:
curriculum in such a way that the h
Page 426 and 427:
(and at times former dominant disco
Page 428 and 429:
natives and often gave them present
Page 430 and 431:
finite and ‘true’. In particula
Page 432 and 433:
understanding? This last point is o
Page 434 and 435:
420
Page 436 and 437:
and functional perspectives on time
Page 438 and 439:
Collins, C., & Knight, S. (2006). E
Page 440 and 441:
Department of Public Instruction. (
Page 442 and 443:
Fiske, J., Hodge, B., & Turner, G.
Page 444 and 445:
Henderson, G. (2008b, August 12). N
Page 446 and 447:
Kitson, J. (Interviewer), & Malouf,
Page 448 and 449:
Melleuish, G. (1998). The packaging
Page 450 and 451:
Roberts, M. (2004). Postmodernism a
Page 452 and 453:
van Leeuwen, T. (2001). Semiotics a
Page 454 and 455:
440
Page 456 and 457:
442
Page 458 and 459:
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
Page 464 and 465:
The similarities of the debates acr
Page 466 and 467:
over...an overrun of divisive multi
Page 468 and 469:
political cartoon satirist, Peter N
Page 470 and 471:
A1.5.1 April 23, 1993: Geoffrey Bla
Page 472 and 473:
After an initial furor, this curric
Page 474 and 475:
A1.5.4 October and November 1996: J
Page 476 and 477:
I take a very different view. I bel
Page 478 and 479:
history/culture wars in the public
Page 480 and 481:
parallels between ideologies presen
Page 482 and 483:
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
Page 488 and 489:
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
Page 498 and 499:
valid reasons for living and hoping
Page 500 and 501:
“centrally prescribed curriculum
Page 502 and 503:
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
show all

PDF (Whole Thesis) - USQ ePrints - University of Southern ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?