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Settler and Savage: One hundred years ago in Australia (De Boos, 1906), whereby ‘settler’ is code for European, usually from Great Britain and ‘savage’ is code for Indigenous Australian living in a traditional tribal environment. 1.5 The Epistemological Domain of Research This dissertation encompasses aspects of a variety of research fields (with education and history as the most prominent), and methodological approaches (with Critical Discourse Analysis as the lead methodology, and incorporating contributions from visual analysis, and historical methodology). Methodological approaches have been selected that complement each other so that the research method, data collection and analysis are strengthened. A strengthened methodology has been achieved by framing the research within a broad bricolage approach. The deployment of a hotchpotch methodology (a criticism that could potentially be made of a bricolage approach when not grounded with a strong theoretical base) is avoided by ensuring that the selected approaches epistemologically complement each other. In considering the current direction of qualitative research in the broad discipline area of education, the work of researchers such as Kincheloe, Denzin and Lincoln (2006) is drawn on in this project. A focus to introduce contexts of qualitative research approaches comes from Kincheloe and Tobin who write: In the epistemological domain we begin to realize that knowledge is stripped of its meaning when it stands alone. This holds profound implications in education and research because more positivistic forms of educational science have studied the world in a way that isolates the object of study, abstracts it from the contexts and interrelationships that give it meaning. Thus, to be a critical researcher that takes the complexity of the lived world into account, we have to study the world ‘in context.’ (2006, p. 5) Adopting Kincheloe and Tobin’s approach of investigating the complexity of the lived world in which this project is positioned means placing it within a number of contexts. This dissertation is clear about framing the research—from conceptualisation to data gathering to analysis—in a range of contexts, appropriately matched between stage of research and underpinning theories. Contexts are thus enacted as detailed below. • First, the context known as ‘disclosure of researcher’. 8
• In order to thoroughly contextualise the research undertaken, and in particular, to go some way towards accounting for the specific theoretical framing and approaches taken in this dissertation, a thorough disclosure of researcher is included. • Second, historical context. • The focus of the research takes an historical approach, with the data crossing several historical eras. In particular, a discursive historical method approach is taken as a component of the lead methodology, CDA. • Third, educational context. • This research is situated within the Queensland State (government) education system. Nation-wide education policies and issues are considered when there is a direct impact on History curriculum in Queensland. Within this context, different historical eras are investigated in the education area of curriculum, as distinct from pedagogy as the focus. • Fourth, bricolage as-a-whole. • By merging different research methodologies and framing them within identified theoretical frameworks of ideologies, a strengthened methodology results. This ensures that the best approaches for data gathering, analysis and reporting are able to be combined into one, coherent methodology. 1.6 Central Research Problem School curriculum, as a necessarily selective process, can be seen as a partial representation of all possible content. Therefore, the central research problem underpinning this project is as follows: What understanding regarding the representation of British heritages and Indigenous Australians in History curriculum in Queensland schools can be drawn from an analysis of key syllabus documents and textbooks across select historical periods between 1900-2000? 1.6.1 Research questions. The central research problem is addressed through the following research questions— 1. How has Australian history been represented in official curriculum documents, such as syllabuses and textbooks? 2. In what ways do school textbooks reflect official knowledge (as represented through syllabuses)? 9
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 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
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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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136
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a type of ‘neutral’ fact-sheet
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across the three distinct eras focu
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stories by authors such as Arthur C
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opposes the notion that a person is
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Given the clear recollections of sc
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5.2 Education Context This section
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following passage taken from the pr
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5.2.3 Key textbooks and related sch
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Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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the largest for British heritages,
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stands for the country itself and t
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Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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demands. But if they spoke with a u
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5.8.1 Discourses of legitimizing th
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practical example: Australia’s pa
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Although often mediated through the
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which were, at the time, very emoti
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Source 5.6. Front cover of Anzac Da
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5.9 Intersections of British Herita
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Australia contains further signific
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Source 5.7. Extract from Preface to
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Furthermore, the use of primary sou
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“…playing fast and loose with t
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Australia experienced a growing str
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Separate State responsibility has l
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The two examples above, although br
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It was in the 1952 syllabus that th
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(b) Australian Aborigines. (Departm
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However, due to the wide distributi
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matter in a fresh and interesting w
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textbooks published in the early to
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Source 6.3. A sample project sheet
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narratives of so-named British expl
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This image, like many of the narrat
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killed by Indigenous Australians; E
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possibly unintended message that th
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Source 6.10. “Natives” extract
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Source 6.11. “King was saved” e
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Indigenous Australians is linked wi
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one Indigenous person. There is a v
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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
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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
Page 526 and 527:
probably good that this was not cas
Page 528:
Overall, a very unemotional account
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