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“…playing fast and loose with the observable facts in order to support preconceived claims” (2001, p. 60). 5.10.5 Disjuncture and parallels between History curriculum and public discourses. The analysis of textbooks detailed here demonstrates that change in school curriculum happens very subtly and slowly. Just how slow is unexpected, given the rapid social and political changes that were reflected in the wider community as a consequence of Australia’s involvement in WWI. On the whole, school curriculum is significantly more conservative and mono-focused in the content included in curriculum documents such as syllabuses and textbooks. Whilst general public discourses see the nuances in constructing national identities and the foundations of which this identity is created, school textbooks see things a different way—presented very factually, and often without emotions or more than one point of view presented for students to learn. In fact, it sits so far out of their everyday lives and living contexts, that the potential educational value of the history narrative has the very real potential of not being realized. This disjuncture stretches beyond the British heritages exemplar topic, and can be seen as part of the purpose of schooling more broadly, as one of acculturating students into public morality and citizenship. 186
Chapter Six: Black Movement in Australia 1964 – 1975 6.1 Historical Context of the Era Influenced in part by the civil rights movement in the United States of America (USA), this period of Australian history from around 1964 to 1975 is characterised by the dramatic social and political changes affecting a range of social justice and civil rights issues, especially in relation to Indigenous affairs 9 . In brief, some of the more prominent causes championed during this period included: second wave feminism; the emergence of an organised green movement; peace movements, especially those relating to anti-Vietnam war protests in the 1970s; youth and student issues; and a raise in profile of civil rights of racially subjugated groups such as African Americans in the USA and Indigenous Australians in Australia. Increasingly, this period saw mass demonstrations as being a common way to exercise democratic freedoms. Despite Queensland being governed at the time by the conservative Bjelke-Peterson government; with street marches and other non-violent protests banned; the State was also a site of dissent for social and political change. Regarding this time as a period of massive and rapid social and political change with lasting impacts, is asserted by a number of leading historians and social commentators. For example, Curthoys and Docker (2006), particularly their overview of second wave feminism; Burgmann (1993), who provides a thorough overview of the The Black Movement; and Horne who coins this era as being that of a Time of hope the cusp years of “...the period between the end of the age of Menzies and the beginning of Gough Whitlam’s season...” (1980, p. 2). Finally, the rise in profile of Indigenous issues is reflected on by historian Henry Reynolds as: The sudden emergence of Aborigines on the national political stage came without warning or prior reflection from historians. All this provided strong motivation to research and write and explain. There was a sense of urgency. We were selfappointed missionaries who were required to enlighten the public. (Windschuttle, 2003, p. 54) The influence of the USA can be found across many aspects of political and social cultures in Australia during this period. For example, in the post World War Two (WWII) Menzies era, 9 The term Black Movement in Australia 1965-1974 has been selected for this project as this is the aspect of the wider social justice and civil rights issues that experienced an increased public awareness during this time. Other areas such as second wave feminism, environmental and peace movements were also prominent during this time. Power and protest: Movements for change in Australian society (Burgman, 1993) can be consulted for in depth information about these issues. 187
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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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o Queensland based authors are ofte
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selection, resulting in as comprehe
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• “1. Focus upon a social probl
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contextualised in the wider study,
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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 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 196 and 197: Source 5.7. Extract from Preface to
Page 198 and 199: Furthermore, the use of primary sou
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
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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
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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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