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Source 6.11. “King was saved” extract from Social Studies for Queensland Schools Grade 5 (Department of Education, 1959/1962/ 1966, p. 65) Who these Indigenous Australians were, or which tribal group they belonged to is not ever mentioned, demonstrating the relative unimportance placed on the role of Indigenous people in Australia’s early exploration history. Despite the fact that it was due to the local Indigenous population that King survived, the discourse of anonymity is strong in this narrative. Also, this narrative of Burke and Wills’ exploration provides an example of Indigenous Australians and explorers not interacting violently and is an exception to other accounts that generally focus on violent conflict between the two groups. Here, unlike in other examples throughout the textbook (for example, when skirmishes between the explorers and Indigenous Australians are detailed), the traditional lifestyle of Indigenous people is legitimized by the struggle for survival of the explorers. What is interesting about this historical narrative is that although it initially follows a familiar theme of interactions between explorers and Indigenous Australians, the direction quickly takes a focus different to others recorded in this textbook, and the local Indigenous population and the explorers do not become enemies. Instead, the traditional lands and way of life of the Indigenous people are respected. However, despite this, and despite allowing King to live peacefully with them, the Indigenous tribe and individuals remain anonymous. So, on the one hand they are legitimized through being included in the story, but on the other hand they are not legitimized sufficiently to have their names included, despite each of the explorers and the main rescue party leader being explicitly named. Furthermore, there is no inclusion of any perspective of the Indigenous people who allowed King to live with them. A third example of the discourses of peaceful interactions is based on an exploration. Here, the experience of Bass and Flinders aboard their small boat, the Tom Thumb is detailed, as a type of content organiser to lead into a discussion of the Indigenous Australians they encountered, with interactions occurring after landing ashore as explained in Source 6.12. 216
Source 6.12. Bass and Flinders extract from Social studies for Queensland schools grade 4 (Department of Education, 1954/1963/1966, p. 71). Demonstrating a sub discourse of Indigenous people as a novelty, the narrative explains that Flinders decided to cut the hair of the Indigenous people in order to avoid confrontation. This is communicated in the textbook through Source 6.13, which presents a child-like quality of Indigenous people. Source 6.13. “It was a serious position” extract from Social studies for Queensland schools grade 4 (Department of Education, 1954/1963/ 1966, p. 72). To conclude, Flinders performed the action described in Source 6.13, demonstrating ingenuity, to avoid a violent confrontation, and the success of this is confirmed by the passage ending: “When the powder was dry, the white men loaded their boat and boldly pushed out to sea” (Department of Education, 1954/1963/1966/1963, p. 72). But the larger unmistakable message running through this passage is that peaceful interactions between 217
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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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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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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
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Page 196 and 197: Source 5.7. Extract from Preface to
Page 198 and 199: Furthermore, the use of primary sou
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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
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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
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Page 228 and 229: Source 6.10. “Natives” extract
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Page 236 and 237: Source 6.15. Batman Treaty and Gove
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Page 240 and 241: Source 6.18. “Jacky’s Sad Story
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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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Page 252 and 253: Source 6.24. Frontier Conflicts ext
Page 254 and 255: 6.6 Category 3: Tasmanian Indigenou
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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,
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Page 272 and 273: Source 6.32. “Corroboree” in Sc
Page 274 and 275: Source 6.33. Typical portrayal of T
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Page 278 and 279: 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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