PDF (Whole Thesis) - USQ ePrints - University of Southern ...
PDF (Whole Thesis) - USQ ePrints - University of Southern ... PDF (Whole Thesis) - USQ ePrints - University of Southern ...
Source 6.10. “Natives” extract from Social Studies for Queensland Schools Grade 5 (Department of Education, 1959/1962/1966, p. 54) In Source 6.10, the language use is largely respectful of both explorers and Indigenous Australians, applying discourses of family to the group met by Sturt. The inclusion of this narrative is legitimised to demonstrate a superiority of European built technology through the provision of the iron tomahawk to replace the stone one the Indigenous family had. It is also an example that demonstrates not all interactions between Indigenous Australians and explorers were violent, and that in different parts of the country, reactions by the Indigenous population to the explorers (and vice versa) were non-violent. This adds a level of complexity to representations of these two groups. 214
Another example of peaceful interactions can be seen through the disastrous and ultimately fatal exploration of Burke and Wills in the New South Wales and Queensland outback. The inclusion of Indigenous representations in Social Studies for Queensland Schools Grade 5 (Department of Education, 1959/1962/1966) is due to their helping the explorers. Wills recorded in his diary: “I find myself,” he wrote, “altogether too weak and exhausted. In fact I have extreme difficulty in getting across the numerous creeks and gullies.” Luckily he came upon some natives. “I was taken by the chief to a fire where a large pile of fish was just being cooked. These I imagined to be for the half dozen natives gathered around, but it turned out that they had already had breakfast. I was expected to eat the lot—a task which, to my astonishment, I soon performed, keeping two or three natives pretty steadily at work taking the bones out for me. Next came a supply of nardoo cake and water until I was so full as to be unable to eat any more.” (Department of Education, 1959/1962/1966, p. 65) Source 6.11 demonstrates Indigenous Australians assisting the explorer, King; a companion to Burke and Wills. 215
- 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 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 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
Another example <strong>of</strong> peaceful interactions can be seen through the disastrous and ultimately<br />
fatal exploration <strong>of</strong> Burke and Wills in the New South Wales and Queensland outback. The<br />
inclusion <strong>of</strong> Indigenous representations in Social Studies for Queensland Schools Grade 5<br />
(Department <strong>of</strong> Education, 1959/1962/1966) is due to their helping the explorers. Wills<br />
recorded in his diary:<br />
“I find myself,” he wrote, “altogether too weak and exhausted. In fact I have extreme<br />
difficulty in getting across the numerous creeks and gullies.” Luckily he came upon<br />
some natives. “I was taken by the chief to a fire where a large pile <strong>of</strong> fish was just<br />
being cooked. These I imagined to be for the half dozen natives gathered around, but<br />
it turned out that they had already had breakfast. I was expected to eat the lot—a task<br />
which, to my astonishment, I soon performed, keeping two or three natives pretty<br />
steadily at work taking the bones out for me. Next came a supply <strong>of</strong> nardoo cake and<br />
water until I was so full as to be unable to eat any more.” (Department <strong>of</strong> Education,<br />
1959/1962/1966, p. 65)<br />
Source 6.11 demonstrates Indigenous Australians assisting the explorer, King; a companion<br />
to Burke and Wills.<br />
215
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